This study reports on the continued development of Common Knowledge (CK)a pedagogical and technological innovation that supports knowledge building blended discourse. Students use handheld tablets to contribute notes to a community knowledge base, which is publicly displayed on the classroom's interactive whiteboard (IWB). This aggregate display provides students with a powerful visualization of the community's idea flow. The IWB display further provides teachers with "at-a-glance" formative

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... essment of students' thinking and supports spontaneous adjustments to their orchestration of inquiry activities and blended discourse. This paper presents a study of how CK supports student and teacher discourse in inquiry science.