Further, to fully use new pedagogical possibilities offered by ICT, profound changes in managers' conceptions of learning and knowledge are required. Technical expertise alone is not sufficient for exploiting new pedagogical possibilities provided by ICT; insofar as ICT is used in the educational system as a purely technical innovation, it is not likely that significant pedagogical progress will be achieved. Several cognitive researchers (e.g., Salomon, 1997; Salomon & Perkins, 1996; Scardamalia & Bereiter, 1994) have pointed out that many applications of educational technology support only lower-level processing of knowledge. Yet new pedagogical models of using educational technology, and particularly computer-supported collaborative learning environments, promise to provide new opportunities for solving pedagogical problems in the schools.
Scardamalia and Bereiter (1994; in press), and others, have proposed that to meet the future challenges, schools be transformed into communities where productive working for advancing communal knowledge is a primary goal of both students and managers. Knowledge building refers to a process of advancing understanding by setting up, articulating, and answering research questions, searching and exploring information, and generating and evaluating explanations. In the present study, the sustained processes of advancing and building of knowledge characteristic of scientific inquiry and knowledge-creating organizations are called "progressive inquiry." Several, concurrent, cognitive research projects share a common goal of fostering such research-like processes of inquiry in education (Brown & Campione, 1996; Lamon, Secules, Petrosino, Bransford, & Goldman, 1996; Perkins, Crismond, Simmons, & Unger, 1995; Scardamalia & Bereiter, 1994). Progressive inquiry entails that knowledge is not simply assimilated but constr ucted through solving problems of understanding. The emerging new models of computer-supported collaborative...
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