dc.contributor.author | Russell, Neil | |
dc.contributor.author | Russell, Glenn | |
dc.date.accessioned | 2019-10-18T05:40:28Z | |
dc.date.available | 2019-10-18T05:40:28Z | |
dc.date.issued | 1997 | |
dc.identifier.issn | 00131172 | |
dc.identifier.uri | http://hdl.handle.net/10072/121046 | |
dc.description.abstract | Teachers' 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.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Project Innovation | |
dc.publisher.place | USA | |
dc.relation.ispartofpagefrom | 584 | |
dc.relation.ispartofpageto | 592 | |
dc.relation.ispartofissue | 4 | |
dc.relation.ispartofjournal | Education | |
dc.relation.ispartofvolume | 117 | |
dc.title | Imperatives and dissonances in cyberspace curriculum: an Australian perspective | |
dc.type | Journal article | |
dc.type.description | C1 - Peer Reviewed (HERDC) | |
dc.type.code | C - Journal Articles | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Russell, Neil A. | |
gro.griffith.author | Russell, Glenn P. | |