There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This study examines the potential by observing 7th and 8th grade middle school students' (n=23) use of portable data collection devices in a nine-week elective class, "Exploring Technologies". Students' use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that required students to use the technologies to answer student-selected research questions. To illustrate the use of technology as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle school students the researchers encountered specific evidence of technology maximizing students' science learning. The students were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to temperature and heat. The study's findings indicated that the three student groups were able to use the tools to conduct scientific inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise by using technology as tools to construct knowledge about complex phenomena is encouraged.