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The purpose of the present article is to examine the knowledge-practice based approach to technology-enhanced learning. Toward that end, the article reports the efforts of an elementary-school teacher and researchers in promoting genuine inquiry at the 4th and 5th grade of a Finnish elementary school. We will describe implementation and social organization regarding 'The Project of Artefacts--the Past, the Present and the Future' that engaged students in collaborative inquiry and design across 13 months (almost three semesters). Knowledge Forum (KF), a virtual platform for the interchange of information, provided tools and practices that facilitated creative working within participating students and teachers. This was accomplished in a meaningful social setting which was culturally rich and where material and conceptual artefacts played dominant roles. In this article, the analysis of the teacher's project diary and the contributions to the KF database provides an overview of the knowledge practices enacted during the project. The distribution of knowledge-creation activities during the project reveals that the teacher assumed a role of organizer concerning shared knowledge practices instead of controlling all aspects of students' learning. Simultaneously, however, students were not left working without guidance; the teacher structured their collaborative efforts with the help of KF and by directing classroom activities.

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