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2 references
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- Vol 3 RE: Chapters 1, 2, 3, 4, 6, 7, 8, 10, 11, 12, 15, App D
- Vol 3 TE: App C
- Vol 7 RE: App C
knowledge-building practicestechnology-mediated learningepistemic objectscollective inquiryknowledge practicesdistributed expertisepractice transformationJournal article Evidence summaryAt a glance
Hakkarainen argues that educational technology transforms learning only when it participates in transformed social practices for creating and working with knowledge. Building on knowledge-building research, he moves beyond accounts of learning as individual acquisition or participation alone toward a knowledge-practice perspective.
Key ideas
Ideas, questions, models, texts, tools, and other epistemic objects are developed through sustained collective activity. Placing student ideas in a database is insufficient if classroom routines, authority, assessment, division of labour, and expectations still reward reproduction and isolated work. Innovative knowledge practices must be cultivated locally through iterative collaboration among teachers, learners, and researchers, with technologies adapted to support inquiry, versioning, connection, reflection, and collective advancement. Change is developmental and institutionally demanding rather than produced by platform features.
Why it matters
For design and evaluation, the article redirects attention from technology use or engagement counts toward what participants repeatedly do with knowledge, how responsibility and expertise are distributed, whether ideas improve, and how tools and practices co-evolve over time.
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- Vol 6 PE: App E
- Vol 6 RE: Chapter 6
professional learning communitiescollective inquiryshared leadershipteacher collaborationshared instructional practicecontinuous improvementsupportive school conditionsReport Evidence summaryAt a glance
Hord reviews the idea of a professional learning community as a school staff that studies, plans, works, and acts collectively to improve learning for students and adults. Across the literature and school examples, five recurring attributes emerge: shared and supportive leadership, collective creativity and inquiry, shared values and vision, supportive conditions, and shared personal practice.
Key ideas
Such communities reduce teacher isolation, deepen professional knowledge, strengthen commitment to common purposes, distribute responsibility for students, and can support changes in classroom practice and student outcomes. They are not simply regularly scheduled meetings or congenial staff groups. Members examine evidence, question assumptions, learn together, test approaches, observe or discuss practice, and sustain improvement over time. Development depends on trust, time, communication, proximity, resources, leadership participation, and structures that enable joint work.
Why it matters
Hord describes an evolutionary process rather than a quick programme and acknowledges that much of the available evidence was descriptive. The report’s enduring contribution is a practical framework for distinguishing continuous collaborative inquiry from superficial collaboration and for planning conditions that help a learning community mature.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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