Part 1 New challenges for teaching and learning: exponential education, Peter Cochrane; pedagogy, process, politics and power in the information age, Stephen Heppell; technology and society - an MP's view, Anne Campbell; information technology - a case for social scientific enquiry, Adrian Kirkwood. Part 2 Developing computer-assisted-learning courseware for the social sciences: expectations and realities in developing computer-aided software, the example of GraphIT!, Ruth Madigan et al; the data game - learning statistics, Stephen Morris and Jill Szuscikiewicz; conversion of the ideologies of welfare to a multimedia teaching and learning format, David Gerrett; DesignNet - transnational design project at a distance, Stephen Scrivener and Susan Vernon. Part 3 Implementing computer-assisted-learning in the social sciences: computer-aided learning as a learning tool - lessons from an educational theory, Graham Gibbs and David Robinson; anoraks and techies - a call for the incorporation of non-technical knowledge in technological developments in social sciences teaching and learning environments, Vernon Gayle; evangelism and agnosticism in the take-up of information technology, Nick Manning et al; standards for the non-standard - the impact of new technology on the non-standard student and/or teacher, Ann Wilkinson. Part 4 The effectiveness of the new technologies in teaching and learning environments: information technology and teaching quality assessment - reflections of a sociologist, Chris Turner; why costs are important in the adoption and assessment of new educational technologies, David Newlands et al; using multimedia technology for teaching - a case-study approach, David Crowther et al; information technology and teaching the social sciences - obstacles and opportunities, Duncan Timms.
