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Further, to fully use new pedagogical possibilities offered by ICT, profound changes in managers conceptions of learnedness and knowledge are required. Technical expertise alone is not sufficient for exploiting new pedagogical possibilities provided by ICT insofar as ICT is used in the educational system as a purely technical innovation, it is not likely that significant pedagogical progress will be achieved.Several cognitive researchers (e. g. , Salomon, 1997 Salomon Perkins, 1996 Scardamalia Bereiter, 1994) obtain pointed out that many applications of educational technology support only lower-level processing of knowledge. Yet new pedagogical models of using educational technology, and particularly computer-supported collaborative attainment 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 future challenges, schools be transformed into communit ies where productive working for forward-moving 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 answer research 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 inquiry 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.