Blackboard as in/accessible social media: Updating education, teaching and learning

This book considers the specific and at this stage largely unexplored impacts of our increasing reliance on social media for people with disability through a number of international case studies.

Bibliographic Details
Main Author: McRae, Leanne
Format: Book Chapter
Published: 2017
Online Access:http://hdl.handle.net/20.500.11937/53769
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author McRae, Leanne
author_facet McRae, Leanne
author_sort McRae, Leanne
building Curtin Institutional Repository
collection Online Access
description This book considers the specific and at this stage largely unexplored impacts of our increasing reliance on social media for people with disability through a number of international case studies.
first_indexed 2025-11-14T09:56:29Z
format Book Chapter
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institution Curtin University Malaysia
institution_category Local University
last_indexed 2025-11-14T09:56:29Z
publishDate 2017
recordtype eprints
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spelling curtin-20.500.11937-537692019-09-10T06:25:47Z Blackboard as in/accessible social media: Updating education, teaching and learning McRae, Leanne This book considers the specific and at this stage largely unexplored impacts of our increasing reliance on social media for people with disability through a number of international case studies. 2017 Book Chapter http://hdl.handle.net/20.500.11937/53769 restricted
spellingShingle McRae, Leanne
Blackboard as in/accessible social media: Updating education, teaching and learning
title Blackboard as in/accessible social media: Updating education, teaching and learning
title_full Blackboard as in/accessible social media: Updating education, teaching and learning
title_fullStr Blackboard as in/accessible social media: Updating education, teaching and learning
title_full_unstemmed Blackboard as in/accessible social media: Updating education, teaching and learning
title_short Blackboard as in/accessible social media: Updating education, teaching and learning
title_sort blackboard as in/accessible social media: updating education, teaching and learning
url http://hdl.handle.net/20.500.11937/53769