The integration of computers into school curricula has traditionally been seen as fostering sustainability by adhering to a taxonomy of discrete influences. Yet, even in developed countries, adherence to such taxonomies has often not led to sustainability. This book argues that the reason for such failure is caused by the inability of planners, strategists and implementers to recognise such integration projects as taking place within nested, dynamic complex systems which are inextricably situated in yet larger, overlapping systems. The book provides a new conceptual framework which will enable planners and practitioners to identify influences on the sustainability of projects which seek to integrate technology in school curricula. This framework should be of use to educational planners in government departments, school principals and all teachers who wish to integrate technology into their pedagogical practices - particularly those in developing countries.

Данное издание не является оригинальным. Книга печатается по технологии принт-он-деманд после получения заказа.