Knowing this, the teacher makes it clear which forms of hypertext are acceptable and which are not. Conclusion Hypertext classrooms are chaotic. The texts produced are unpredictable, and students are likely to experiment with a writing approach which questions accepted notions of story-writing, assessment, and teaching practice. While hypertext destabilises Newtonian stability, it simultaneously permits teachers additional control through its panopticon surveillance of student writing. In contrast to paper-based traditional linear stories, hypertext story writing destabilises traditional classrooms by reconceptualising and reframing 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 challenged as a result. The fate of reading in an electronic age . The works of Jeremy Bentham, published under the superintendence of his executors . Isaac Newton's papers and letters on natural philosophy and related documents . Foundations for a post-modern curriculum.