The question of facilitating inquiry in the context of whole-class interactions versus individual work in the laboratory is not a new issue in science education. Science teachers have always been confronted with the question of the value added by the time and expense required for individual work in the science laboratory versus inquiry facilitated through whole-class demonstrations. Technology simply shifts these issues to another context. This article includes a series of parallel vignettes that compare: (1) a traditional textbook-based astronomy lesson; (2) an example of the same lesson taught in a computer laboratory setting using a hands-on approach; and (3) scaffolding provided to facilitate inquiry in a whole-class setting.