This paper explores knowledge building in a community identified by Bielaczyc and Collins (2006) as a hotbed community--a community in which knowledge creation has taken on a life of its own. The practices of six elementary schoolteachers are analyzed to inform the development of teachers' knowledge-building practices and to better understand how teachers develop and sustain innovative knowledge-building practices.
Relation:
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Pages 257-261
