Scardamalia,+M.,+&+Bereiter,+C+,+Computer+Support+for+Knowledge+Building+Communites

Scardamalia, M.,, & Bereiter, C. (1994). Computer support for knowledge-building comunites. The Journal of the Learning Sciences, 3(3), 265-283.
=**‍ ****Abstract **= In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for reframing classroom discourse to support knowledge building in ways extensible to out-of-school knowledge-advancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology. =‍Argument = The computer technology that enables students to share knowledge with one another, as in CSILE, is rapidly being extended to give students access to the great bodies of information now being stored on compact disks, videodisks, and the like, and also access to live experts. In principle this greatly expanded access to knowledge resources should be all to the good, but unless schools can be restructured into communities that actually work to build their own knowledge from those resources and coexist with them, the technology may be largely wasted =**‍ ****Key passages **= In this article we offer a suggestion for how to escape the pattern of reinventing the familiar with educational technology. Knowledge-building discourse is at the heart of the superior education that we have in mind. We argue that the classroom needs to foster transformational thought, on the part of both students and teachers, and that the best way to do this is to replace classroom-bred discourse patterns with those having more immediate and natural extensions to the real world, patterns whereby ideas are conceived, responded to, reframed, and set in historical context. (266)

There is plenty of discourse in schools, but it bears little resemblance to the kind that goes on in knowledge-building communities. Most of the oral discourse can be characterized as recitation (Doyle, 1986).(273)

In knowledge-building discourse more knowledgeable others do not stand outside the learning process (as teachers often do), but rather participate actively. Further, the knowledge of the most advanced participant does not circumscribe what is to be learned or investigated. (274-275) =‍Works **Cited** = Scardamalia, Marlene and Bereiter, Carl, Computer Support for Knowledge-Building Communities, [|The Journal of the Learning Sciences] ,Vol. 3, No. 3, Computer Support for Collaborative Learning (1993 - 1994) (pp. 265-283)