The Technology Source, September/October 2001

The school system of Victoria, Australia, has made a major effort in the past ten years to integrate technology into the classroom and administrative offices. Simultaneously, large-scale changes in curriculum have been instituted. Furthermore, principals have been given authority over approximately 95 percent of their annual budgets. Thus, principals have been faced with multiple and complex changes, as well as the means to address those changes.

A survey of principals in the district reveals some of the effects they have felt and


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