Should students get limited access to Internet??
In the light of the above question give your opinions either for or against it in not more than 200 words
Answers
Answer:
Today's youth have the latest technology to help them find information. The advent of internet-enabled handheld devices has only added to the ease of access to information.
Not only can you use the Internet for communication, business, banking or entertainment, but you can also use it for education and research.
The current generation of students use computers to complete their school or college activities and use the Internet to research important information. Just a click of a button is enough to find the full information about just about anything under the sun. In this way, students can also acquire skills that can earn them while they study.
Depending on the interests of the students, they can write their ideas and go back to blogging or web-writing as a side career. And those who like to play video games may be interested in creating their own games later.
On a more serious note, the Internet has also made it possible for students to complete courses from the comfort of their own homes.
It is also called distance learning and before that, it used to take a lot of textual content from a registered institution, today it means online virtual classrooms and e-tutorials. It provides a more realistic and interactive mode of distance learning that attracts student interest.
Explanation:
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.