1997), allows networking of a whole school instead of one or two classes, providing new tools for a school-wide pedagogical change. While preparing the third year of the Finnish CSILE experiment, the experimental school has formed, in collaboration with the present authors, a larger group of teachers who is committed to work for same kind of pedagogical changes in their classrooms as the CSILE class has been carrying out either by using the CSILE technology or conventional methods.
Although the Finnish CSILE project has not yet achieved epistemologically sophisticated and extraordinary processes of inquiry that characterize the Canadian CSILE studies ( Scardamalia & Bereiter, 1994; Lamon, Secules, Petrosino, Hackett, Bransford, & Goldman, 1996), the project can be regarded as a relatively successful one: an inexperienced teacher in a school without extensive tradition of pedagogical innovations succeeded to engage students in highly motivating processes of inquiry and partially overcome certain basic constraints of Finnish educational culture such as fact-oriented educational epistemology. The most important lesson learned is that educational practices cannot be expected to change very quickly; it is a very complex and laborious process in which interaction between teachers, students and researchers plays a crucial role.
Hakkarainen, K. ( 1995) Collaborative inquiry in the Computer-supported intentional learning environments. A poster presented in the Annual conference of the European Association for Research on Learning and Instruction. University of Nijmegen. August 26 to 31, 1995.
Hakkarainen ( 1997) Knowledge-seeking inquiry and computer-supported collaborative learning. A draft of Ph.D. thesis to be submitted to the University of Toronto.
Järvelä, S, Hakkarainen, K., Lipponen, L., Niemivirta, M., & Lehtinen, E. ( 1996) The interaction of students' motivational orientation and cognitive processes in CSILE-based learning projects. A paper to be presented at the symposium under the title: Computer-support for collaborative learning: advancements and challenges. The 7th Conference for Research on Learning and instruction, August 26-30, 1997, Athens, Greece.
Lamon, M., Secules, T., Petrosino, A., Hackett, R., Bransford, J., & Goldman, S. ( 1996) Schools for thought: Overview of the international project and lessons learned from one of the sites. Schauble, L. & Glaser, R. (Eds.) Contributions of instructional innovation to understanding learning. Hillsdale, NJ: Erlbaum.
Lea, N. S. & Scardamalia, M. ( 1997) Progressive curriculum & knowledge building uses of networked multimedia resources. A paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March 24, 1997.
Scardamalia, M., & Bereiter, C. ( 1991) Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of The Learning Sciences, 1, 37-68.
Scardamalia, M., & Bereiter, C. ( 1994) Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265- 283.