1 Balancing structure and flexibility: Teacher’s orchestration in technology- enhanced collaborative inquiry process Marjut Viilo a* , Pirita Seitamaa-Hakkarainen a , and Kai Hakkarainen b a Department of Teacher Education, University of Helsinki, Finland; b Department of Education, University of Turku, Finland PO Box 8, 00014 University of Helsinki, Finland marjut.viilo@helsinki.fi The present study analyzes the teacher’s longitudinal process and challenges of balancing between structure and flexibility when aiming towards supporting students in taking their own responsibility for collaborative technology-enhanced inquiry practices in an ordinary elementary-level school. We examined also the teacher’s reflecting between the collective activities about her preparing to create conditions for advancement of the project. Further, we were interested how the Knowledge Forum functioned in several roles during the longitudinal process. The analysis is based on the video recording and teacher’s diaries. It is concluded that in activities where the teacher was present, the responsibility for directing the inquiry varied from collectively developed to teacher directed. Knowledge Forum, the networked learning environment, supported student authority and enabled the longitudinally emergent, knowledge advancement. Keywords: collaborative inquiry learning, progressive inquiry learning, technology-enhanced learning, teacher’s orchestration, elementary school