This chapter, authored by Marlene Scardamalia and Carl Bereiter, discusses the role of technology in transforming education to foster knowledge-building communities. The authors argue that current educational technology often fails to move beyond traditional classroom practices, reinventing familiar activities with new tools. They propose a shift towards knowledge-building discourse, which involves fostering transformational thought in both students and teachers. This discourse is characterized by a focus on problems and depth of understanding, decentralized and open knowledge environments, and productive interactions within broader knowledge communities. The authors highlight the limitations of current educational practices, such as an overemphasis on individual student abilities and formal knowledge, and the lack of social support for intentional learning. They suggest that schools should be restructured to become second-order environments, where learning is not asymptotic but rather driven by collective contributions and adaptations. To achieve this, the authors propose the Computer Supported Intentional Learning Environments (CSILE) project, which aims to create communication systems that integrate immediate and broader audiences, and archived knowledge. CSILE supports a distributed model of learning, where information flows freely and knowledge is shared across students. It includes features like a community database, specially designed note-writing environments, and peer commentary, which encourage students to engage in knowledge-building activities. The chapter provides examples of how CSILE has been used to support knowledge-building, including methodological advancements and progressive problem-solving in biology and medieval history. Evaluations show that CSILE students outperform their peers in depth of learning, reflection, and understanding of learning itself, while also maintaining conventional academic achievement. The authors conclude that while technology alone cannot transform schools into knowledge-building communities, it can provide a vital support system. They emphasize the importance of teacher strategies and the need for schools to be restructured to actively build collective knowledge.This chapter, authored by Marlene Scardamalia and Carl Bereiter, discusses the role of technology in transforming education to foster knowledge-building communities. The authors argue that current educational technology often fails to move beyond traditional classroom practices, reinventing familiar activities with new tools. They propose a shift towards knowledge-building discourse, which involves fostering transformational thought in both students and teachers. This discourse is characterized by a focus on problems and depth of understanding, decentralized and open knowledge environments, and productive interactions within broader knowledge communities. The authors highlight the limitations of current educational practices, such as an overemphasis on individual student abilities and formal knowledge, and the lack of social support for intentional learning. They suggest that schools should be restructured to become second-order environments, where learning is not asymptotic but rather driven by collective contributions and adaptations. To achieve this, the authors propose the Computer Supported Intentional Learning Environments (CSILE) project, which aims to create communication systems that integrate immediate and broader audiences, and archived knowledge. CSILE supports a distributed model of learning, where information flows freely and knowledge is shared across students. It includes features like a community database, specially designed note-writing environments, and peer commentary, which encourage students to engage in knowledge-building activities. The chapter provides examples of how CSILE has been used to support knowledge-building, including methodological advancements and progressive problem-solving in biology and medieval history. Evaluations show that CSILE students outperform their peers in depth of learning, reflection, and understanding of learning itself, while also maintaining conventional academic achievement. The authors conclude that while technology alone cannot transform schools into knowledge-building communities, it can provide a vital support system. They emphasize the importance of teacher strategies and the need for schools to be restructured to actively build collective knowledge.