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That said, the educational impact of the Internet is not straightforward. At a rudimentary level, it is important to remember that well over half the world’s population has no direct experience of using the Internet at all. While this is likely to change with the global expansion of mobile telephony, the issue of unequal access to the most enabling and empowering forms of Internet use remains a major concern. Moreover—as the continued dominance of traditional forms of classroom instruction and paper-and-pencil examinations suggest—the educational changes being experienced in the Internet age are complex and often compromised. In addressing the topic of “the Internet and education” we therefore need to proceed with caution. As such, this chapter will consider the following questions:
What are the potential implications of the Internet for education and learning?
What dominant forms of Internet-based education have emerged over the past 20 years?
How does the educational potential of the Internet relate to the realities of its use?
Most importantly, how should we understand the potential gains and losses of what is being advanced?
The Internet as an Educational Tool
For many commentators, the Internet has always been an inherently educational tool. Indeed, many people would argue that the main characteristics of the Internet align closely with the core concerns of education. For instance, both the Internet and education are concerned with information exchange, communication, and the creation of knowledge.
The participatory, communal nature of many social Internet applications and activities is aligned closely with the fundamental qualities of how humans learn, not least the practices of creating, sharing, collaborating, and critiquing.
Thus, in light of the Internet’s capacity to allow these activities to take place on a vast and almost instantaneous scale, the educational implications of the Internet are understandably often described in grand terms. Take, for example, this recent pronouncement from Jeb Bush:
The Internet isn’t just a powerful tool for communication. It’s arguably the most potent force for learning and innovation since the printing press. And it’s at the center of what is possibly America’s mightiest struggle and greatest opportunity: How to reimagine education for a transformative era.
(Bush and Dawson 2013)
Beyond such hyperbole, the implications of the Internet for education and learning can be understood in at least four distinct ways. First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world. This is often expressed in terms of reducing constraints of place, space, time, and geography, with individuals able to access high-quality learning opportunities and educational provision regardless of local circumstances. The Internet is therefore portrayed as allowing education to take place on an any time, any place, any pace basis. Many commentators extend these freedoms into a transcendence of social and material disadvantage, with the Internet perceived as an inherently democratizing medium. The ability to support freer and fairereducational interactions and experiences is seen to reflect the Internet’s underpinning qualities as “a radically democratic zone of infinite connectivity” (Murphy 2012, 122).
Secondly, the Internet is seen to support a new culture of learning—i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction (Thomas and Seely-Brown 2011). The Internet allows learning to take place on a many-to-many rather than one-to-many basis, thereby supporting socio-constructivist modes of learning and cognitive development that are profoundly social and cultural in nature. Many educators would consider learners to benefit from the socially rich environments that the Internet can support (see Luckin 2010). For example, it is often argued that the Internet offers individuals enhanced access to sources of knowledge and expertise that exist outside of their immediate environment. In this sense, there is now considerable interest in the ability of the Internet to support powerful forms of situated learning and digitally dispersed communities of practice. The Internet is therefore seen as a powerful tool in supporting learning through authentic activities and interactions between people and extended social environments.
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