Internet and Education: Positive or Negative Aspect?
The Internet started to boom in the 1990’s and has continued to evolve ever since. Today the concept of what was thought to be one of the greatest inventions has blown this old-time invention out of the water. In order for the Internet to be accessible a computer device is needed. Today on we can carry the Internet in our hands with wireless access; as before it was a fixed machine usually on a desk with multiple cords attached. Noting that the invention of the computer and Internet has only increased in value and quality the rate of use has also increased significantly. This increase use of the Internet has affected and impacted people around the world. People use it at home, work and school for different reasons such as to communicate, shop, and look up information. The question that withholds is whether or not Internet use is beneficial or problematic. A topic that relates to this ongoing question is the effects that Internet use has on education and academic performance. The Internet is used through a wide variety of spectrums within education; teachers and students use the Internet on a daily basis. Studies have shown positive and negative factors of the Internet appearing in education from both student and instructor views. When looking at the Internet as a positive aspect there are many studies and factors that play a role in helping conclude this acquisition about Internet in an educational setting. The Internet can be very beneficial for students along with teachers and administrators. For example, the adult literacy and basic education (ALBE) classroom teachers have found the Internet to be beneficial for themselves as well their students (Berger, 2010). Jim I. Berger conducted a study using ALBE instructors to better understand their use of the Internet in the classrooms. These ALBE instructors explain they use the Internet to simply look up lesson plans and to communicate with the students on a daily basis (Berger, 2010). Berger (2010) sent a packet of 50 fifty-six-item surveys to every state director of ALBE services; in return he got 219 applications with an 18.3% response rate (p. 155). When focusing more on the results and procedure Berger (2010) grouped the 56-item survey into 5 composite scales; (a) reasons for use (the Why scale), (b) ways the Internet was used (the Practice scale), (c) positive consequences (the PosCon scale), (d) negative consequences (the NegCon scale) and (e) reasons they would or could not use the Internet in their classroom (the Barrier Scale). Two specific parts of Berger’s study that helps conclude Internet is a positive aspect in education is the Why scale and the PosCon scale. Berger (2010) asked the respondents to use the Likert-like scale with values not, some, or very to address his survey questions. When reporting the results for the Why scale Berger chose the teachers who answered with very. Majority of the teachers (71.8%) said they felt it was very important to use the Internet in class because students would one day need it in their professional lives, around half (54.1%) thought the Internet helped students learn basic skills, a little less than half (40.9%) stated they used it because they enjoyed to, while (31.3%) of teachers felt the Internet makes them better teachers (Berger, 2010, p.156). For the PosCon scale Berger (2010) reported the results based on ALBE instructors who agree or strongly agree. His findings concluded that 83.5% reported that students were more empowered, 82.4% thought the material was more engaging for the students, 82.2% felt that students improved their basic skills, and 76.2% thought they could incorporate higher-level thinking skills in their lessons. Also, a great proportion (70.2%) stated that classes became more student centered and half (50.4%) thought the students worked together more often (Berger, 2010, p.157). To conclude Berger’s study it was found that the Internet was...
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