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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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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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