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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 2 RE: Chapters 4, 5, 6, 7, 9, 12, 13, 14, App A, App D, App F
- Vol 5 RE: App D
progressive inquiryknowledge buildingcommunal knowledge creationworking theoriesquestion formulationpeer critiquedistributed expertisecollective explanationBook Evidence summaryAt a glance
This Finnish-language book develops progressive inquiry as a framework for organizing learning around sustained, communal work with knowledge. Learners begin from meaningful problems, examine what they already know, formulate questions and tentative working theories, seek new information, critically evaluate explanations, and generate increasingly focused questions.
Key ideas
Knowledge is treated as something a community improves through dialogue and shared artifacts, not merely content individuals receive. The authors connect cognition with emotion, motivation, culture, expertise, and distributed participation, arguing that deep understanding requires both intellectual challenge and supportive social practices. Teachers create the inquiry context, model productive questioning, help learners find and assess sources, and support groups in moving beyond superficial fact gathering. The book is a theoretical and practice-oriented synthesis in Finnish rather than a single controlled evaluation of the model.
Why it matters
Its enduring practical contribution is a recursive design for inquiry: make students’ ideas visible, use evidence and peer critique to refine them, distribute expertise, and assess progress by the quality and depth of collective explanation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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