Scardamalia and Bereiter (1996) argue that current educational technology often fails to transform classrooms into effective knowledge-building communities. They propose that knowledge-building discourse, which involves collaborative, problem-solving, and reflective thinking, is essential for superior education. The chapter outlines three key ideas: intentional learning, the process of expertise, and restructuring schools as knowledge-building communities. Schools typically focus on individual achievement and formal knowledge, neglecting informal, tacit knowledge and the social processes required for collective knowledge-building. This leads to inert knowledge that is disconnected from real-world understanding. The authors suggest that schools should be restructured to support progressive problem-solving and expertise development, similar to how scientific disciplines function. This would involve creating environments where students and teachers engage in collaborative, open-ended discourse, with technology facilitating the sharing and building of knowledge. The CSILE project, a computer-supported intentional learning environment, is presented as an example of such an approach. It allows students to create and share knowledge in a communal database, with features such as peer review, collaborative note-taking, and the ability to build on each other's ideas. The authors emphasize that knowledge-building discourse involves a focus on problems, decentralized knowledge environments, and productive interaction within broader communities. They argue that traditional classroom discourse is often structured around teacher-led, one-way communication, whereas knowledge-building discourse is more dynamic and collaborative. The chapter also discusses the potential of technology to support this kind of discourse, enabling students to engage in open, private, and reflective communication. Examples of CSILE's effectiveness are provided, showing how students can use technology to advance their understanding and contribute to collective knowledge. The authors conclude that while technology alone cannot transform schools into knowledge-building communities, it can provide the necessary infrastructure to support such a transformation.Scardamalia and Bereiter (1996) argue that current educational technology often fails to transform classrooms into effective knowledge-building communities. They propose that knowledge-building discourse, which involves collaborative, problem-solving, and reflective thinking, is essential for superior education. The chapter outlines three key ideas: intentional learning, the process of expertise, and restructuring schools as knowledge-building communities. Schools typically focus on individual achievement and formal knowledge, neglecting informal, tacit knowledge and the social processes required for collective knowledge-building. This leads to inert knowledge that is disconnected from real-world understanding. The authors suggest that schools should be restructured to support progressive problem-solving and expertise development, similar to how scientific disciplines function. This would involve creating environments where students and teachers engage in collaborative, open-ended discourse, with technology facilitating the sharing and building of knowledge. The CSILE project, a computer-supported intentional learning environment, is presented as an example of such an approach. It allows students to create and share knowledge in a communal database, with features such as peer review, collaborative note-taking, and the ability to build on each other's ideas. The authors emphasize that knowledge-building discourse involves a focus on problems, decentralized knowledge environments, and productive interaction within broader communities. They argue that traditional classroom discourse is often structured around teacher-led, one-way communication, whereas knowledge-building discourse is more dynamic and collaborative. The chapter also discusses the potential of technology to support this kind of discourse, enabling students to engage in open, private, and reflective communication. Examples of CSILE's effectiveness are provided, showing how students can use technology to advance their understanding and contribute to collective knowledge. The authors conclude that while technology alone cannot transform schools into knowledge-building communities, it can provide the necessary infrastructure to support such a transformation.