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dc.contributor.authorRussell, Neil
dc.contributor.authorRussell, Glenn
dc.date.accessioned2019-10-18T05:40:28Z
dc.date.available2019-10-18T05:40:28Z
dc.date.issued1997
dc.identifier.issn00131172
dc.identifier.urihttp://hdl.handle.net/10072/121046
dc.description.abstractTeachers' increasing use of computers and relentless societal pressure provides an imperative for schools to adopt computer technology in ways which we describe as cyberspace curricula. Recent research on computer use has identified trends in the evolution of a cyberspace approach to classroom-level curriculum development. However, while there are strong pressures from outside the school for a cyberspatial approach to planning the school curriculum, we have identified concerns that resistance by teachers and administrators may retard its introduction. Examples of innovatory cyberspace curricula in Australia are discussed to illustrate this tendency.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherProject Innovation
dc.publisher.placeUSA
dc.relation.ispartofpagefrom584
dc.relation.ispartofpageto592
dc.relation.ispartofissue4
dc.relation.ispartofjournalEducation
dc.relation.ispartofvolume117
dc.titleImperatives and dissonances in cyberspace curriculum: an Australian perspective
dc.typeJournal article
dc.type.descriptionC1 - Peer Reviewed (HERDC)
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorRussell, Neil A.
gro.griffith.authorRussell, Glenn P.


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