ABSTRACT
In recent social studies publications dealing with digital/interactive technology there is a distinct unease with the terminology of digital culture. As information spaces re-mapping the field of social studies in a virtual n-dimension, both sites are still under construction. The California History-Social Science Framework, as well as the series of textbooks Ligature designed, both conform to a traditional scope and sequence curriculum pattern known as 'expanding horizons'. In an electronic learning space the social studies teacher can well be seen as something like an architect and a guide and most definitely a facilitator of collaboration and inquiry, reflecting the best of the progressive tradition. Learning, similarly, is not an either/or situation, it is both/and. The computer can enhance a curriculum of different learning styles and cognitive modalities, but so too can paper and pencils. Michael Benedikt says that cyberspace is a globally networked, computer sustained, computer accessed and computer generated, multi-dimensional, artificial, or virtual, reality.
