English, asked by muskan5323, 1 year ago

write an article on internet age

Answers

Answered by NOOBonBRAINLY

Answer:

In the last several years, many observers of education and learning have been stunned by the abundance of information online, the ever-faster fundability of answers, and the productivity of online ‘crowds’, which have created information resources like Wikipedia and YouTube. There are three common strands of current thought about education and the Internet. First is the idea that the instant availability of information online makes the memorization of facts unnecessary or less necessary. Second is the celebration of the virtues of collaborative learning as superior to outmoded individual learning.

And third is the insistence that lengthy, complex books, which constitute a single, static, one-way conversation with an individual, are inferior to knowledge co-constructed by members of a group. Though seemingly disparate, these three strands of thought are interrelated. Each tends to substitute the Internet for individual learning and knowledge.

The Internet is now the fountain of knowledge and that students need not memorize particular facts such as historical dates. It is enough that they know about the Battle of Plessey without having to memories that it was in 1757. They can look that up and position it in history with a click on Google. This view is common enough among the Wikipedia users who sometimes declare that since the free online encyclopedia is so huge and easy to use, they feel less pressure to commit ‘trivia’ to memory.

Answered by Anonymous

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⬇️article on internet⬇️

Introduction

In many ways, it is difficult to discuss any aspect of contemporary society without considering the Internet. Many people’s lives are saturated so thoroughly with digital technology that the once obvious distinction between either being online or offline now fails to do justice to a situation where the Internet is implicitly always on. Indeed, it is often observed that younger generations are unable to talk about the Internet as a discrete entity. Instead, online practices have been part of young people’s lives since birth and, much like oxygen, water, or electricity, are assumed to be a basic condition of modern life. As Donald Tapscott (2009, 20) put it, “to them, technology is like the air.” Thus, in many ways, talking about the Internet and education simply means talking about contemporary education. The Internet is already an integral element of education in (over)developed nations, and we can be certain that its worldwide educational significance will continue to increase throughout this decade.

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