Principle-based pedagogical and technological designs were used to support knowledge building in a grade 5-6 class. Pedagogical designs focused on collective responsibility for knowledge advancement. Technological designs focused on provision of a public space for generating and continually improving ideas with (a) social-network-analysis tools to analyze and support community processes, and (b) vocabulary-analyzer and semantic-analysis tools to analyze and support conceptual growth. The tools were used by teachers, students, and researchers. Multi-level content analyses revealed patterns of reflective and adaptive use of the technology to support sustained knowledge building.
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1,374-381