This paper examines notions of chaos and control in the application of hypertext story-writing to school contexts. The research reports an encounter between the chaotic influences of hypertext and conservative notions of institutional control in three schools. Hypertext use encouraged the exploration of radical narrative forms, and challenged teacher and student expectations of how power might be exercised in classrooms. The paper concludes that the disturbance of traditional Newtonian education leads to the reconceptualision and reframing of issues of chaos, power and control.
Teachers face a dilemma.
A desire to implement new learning technologies in the classroom must be tempered by the realisation that their teaching and their institutions may be change as a result. Until comparatively recent times, schools have been characterised by an overt desire for order and control. Early twentieth century schools often featured desks in rows facing the front, with a teacher dispensing knowledge. Work was written on the blackboard, and students would copy it into their books. Tests would later check how much had been learned.