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Further, to fully use parvenue pedagogical possibilities offered by ICT, profound changes in managers conceptions of learning and familiarity are required. Technical expertise alone is non sufficient for exploiting new pedagogical possibilities provided by ICT insofar as ICT is utilize in the educational system as a purely adept innovation, it is not likely that significant pedagogical progress will be achieved.Several cognitive queryers (e. g. , Salomon, 1997 Salomon Perkins, 1996 Scardamalia Bereiter, 1994) have pointed out that many applications of educational applied science support only lower-level processing of noesis. Yet new pedagogical models of apply educational technology, and particularly computer-supported collaborative learning environments, promise to provide new opportunities for solving pedagogical problems in the schools.Scardamalia and Bereiter (1994 in press), and others, have proposed that to meet the approaching challenges, schools be transformed int o communities where productive working for advancing communal knowledge is a primary goal of both students and managers. Knowledge building refers to a process of advancing understanding by setting up, articulating, and answering interrogation questions, searching and exploring information, and generating and evaluating explanations.In the present study, the sustained processes of advancing and building of knowledge characteristic of scientific interrogative and knowledge-creating organizations are called progressive inquiry. Several, concurrent, cognitive research projects share a common goal of fostering such research-like processes of inquiry in education.