Should the Internet Replace the Book As the Chief Tool of Learning?

Topics: Sociology, Pornography, History of the Internet, Learning, Skill, Human / Pages: 5 (1217 words) / Published: Oct 4th, 2013
At present, the Internet and other technology are well-developed and keep improving. People use those new tools to do everything, and try hard to make human life easier and more perfect. From business to finances; industry to entertainment; services to education, the use of the Internet has increased and become more mainstream. Some people believe that the Internet and other electronic technology can replace all kind of jobs that humans do, including teaching students with screens and keyboards instead of books. They emphasize that the Internet can help people interact to each other beyond the barrier of distance, so books are somehow not necessary in human lives. However, in my opinion, this idea cannot be more ridiculous. Books are irreplaceable for people to read, to learn and to think, whereas web pages and electronic database offer limited and misleading information. Moreover, the use of the Internet may bring potential risks of health and learning hindering, let alone to help people to learn. There are three main reasons why the Internet and other new technology should not replace the book as the chief tool of learning: books are more credible, valuable and meaningful; using the Internet for learning limits developing social skills; the use of the Internet brings negative results such as wasted money, wasted time and health hazard. First of all, books cannot be replaced by technology such as the Internet because the book has its value, credit and meaning. Although the Internet has become more popular and more widely used, it cannot totally replace books and become the main way that human inherit literacy. According to Ursula K. Le Guin, the article, “Staying awake: notes on the alleged decline of reading,” states that reading book is a challenge and meaningful activity. When people read, they need to use their own hands to turn pages, use their own eyes to process language, and use their own brains to think; instead of just pressing the buttons (2008, ¶

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