The use of the Internet in the classroom has often been characterized as a practice that disconnects the teacher from traditional forms of externally imposed influence. This paper examines this assertion by mapping the emerging field of cybereducation and considering how endemic knowledge is contextualized by national curricular authorities. The field theories of Pierre Bourdieu and Basil Bernstein are employed in order to demonstrate the relationship between expert discourse and classroom pedagogy, using the National Grid for Learning (NGfL) as a case study. This attempt to capture the dynamics of cybereducation ultimately suggests how this emergent intellectual field's fragmentation and decoupling from State education forces offers policymakers the capacity to influence use. Progress of the UK government in integrating knowledge from an emergent educational field with its incumbent priorities is gauged, demonstrating the way in which national education officials have attempted to constrain potential departures from unregulated, officially mandated curriculum.