Internet uses in education essay


  1. Extract of sample "The use of internet as an educational tool"
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  4. Essay on Internet - Virtual Education is the Future of Learning | Cram

Encyclopedia Britannica Online, , p. Our goal was to invent a new technology which had the potential to bring people together. Our invention includes virtual reality devices which will enable e-learning students to participate in traditional classroom activities through virtual reality.

We chose to focus on this particular issue because, as e-learning students, we feel that our e-classes sometimes do not offer the full college experience.

Additionally, we have focused on subjects such as biology, which currently are not readily adaptable…. The K is an online education, which allows students and teachers interact over the internet through a virtual classroom. K includes both textbooks and workbooks.

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This public education system comprises of 13 grades, which includes a kindergarten until the 12th grade. The students can enroll themselves in online lessons, virtual classroom and interactive activities. Students and parents interact with the teacher by online or telephone but also sometimes face-to-face. The teacher planned the…. Essays Essays FlashCards. Browse Essays. Show More. Elliot Brown Lee, a history professor at UC Santa Barbara, who is coordinating technology efforts system wide, said, "By virtue of our scale, we have the best opportunity among other research universities to demonstrate the potential for increasing the quality of teaching through instructional technology.

We have the capability to take the national lead on developing instructional technology. Initially, students will move and dissect internal organs using a computer and a 3-D mouse. Eventually, the school hopes to provide tools such as "data gloves" to further enhance the simulated surgery. A student, using the gloves, can simulate an incision on a 3-D image created by the computer. UC president Richard Atkinson believes that his schools must "develop the educational philosophy, the organizational capability, and the technical structures that will establish the University of California as a model for the '21's century university'.

The universities.

These data are used for a variety of purposes—including internal course administration, target setting, performance management, and student tracking. There are, of course, many potential advantages to the heightened significance of online data. Yet, there is a clear need for caution amidst these potential advantages—not least how the increased prevalence of online data in education is implicated in the shaping of what people can and cannot do.

For example, how are individuals and their learning being represented by data collected online? How does the Internet support the connection, aggregation, and use of these data in ways not before possible?

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Thirdly, is the need to recognize the role of commercial and private actors in the growth of Internet-based education. Indeed, the role of the private sector is integral to many of the forms of Internet-based education described in this chapter. A range of multinational commercial interests such as Pearson, Cengage, and McGraw-Hill are now involved heavily in the business of e-learning and online provision of teaching and training—competing with countless smaller commercial concerns and a range of nonprofit organizations.

Of course, the increased involvement of commercial interests in online education could be seen to have many potential benefits.

Extract of sample "The use of internet as an educational tool"

The private sector is able to focus considerable technological resources and expertise on educational issues. Face it. For example, how committed are IT producers and vendors to the public good of educational technology above and beyond matters of profit and market share? What are the moral and ethical implications of reshaping education along the lines of market forces and commercial values?

Why should education correspond automatically with the needs of the digital economy? Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education. This raises questions of what is perhaps lost when one is able to engage with education at all times of the day and in all contexts?

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Is there something to be said for being able to disconnect from the pressures of education? Is learning best suited to some contexts and circumstances than others? Many of the forms of online education described in this chapter could also be said to frame learning often inadvertently as a competitive endeavor.

Thus while a sense of achievement at the expense of others may not be immediately apparent, the Internet could be seen as a means of humanizing, disguising, and intensifying the competitive connotations of learning. All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement.

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In particular, many of the forms of Internet-based education described earlier in this chapter such as the virtual school or the MOOC could be said to involve learning being experienced on less immediate, less intimate, and perhaps more instrumental grounds. Certainly, the remote, virtual sense of learning online is qualitatively different to the embodied sense of face-to-face learning—both in advantageous and disadvantageous ways. The predominantly optimistic rhetoric of transformation and change that currently surrounds the Internet and education distracts from a number of significant conflicts and tensions that need to be better acknowledged and addressed.

There are, after all, many people who will be advantaged by more individualized, elitist, competitive, market-driven, omnipresent, and de-emotionalized forms of educational engagement. The Internet clearly works for the millions of people who are learning online at this very moment. Perhaps the most important point to consider is the well-worn tendency of digital technology to reinforce existing patterns of educational engagement—helping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged.

To reiterate a key theme that has emerged throughout our discussion, underlying all of the issues raised in this chapter are questions of what sort of future education one believes in. The future of education may well involve increased use of the Internet—but will not be determined by it.

Allen, Ansgar. Arora, Payal. A Digital Promise for Free Learning. Bernstein, Basil. New York: Peter Lang, Boyd, Danah, and Kate Crawford. Bush, Jeb, and Rosario Dawson. Chubb, John, and Terry Moe.

Essay on Internet - Virtual Education is the Future of Learning | Cram

Collins, Allan, and Richard Halverson. Rethinking Education in the Age of Technology. New York: Teachers College Press, Cuban, Larry. Eynon, Rebecca. Horst et al. Luckin, Rosemary. London: Routledge, Mitra, Sugata. Oblinger, Diana G. Game Changers: Education and Information Technologies. Washington, D. Picciano, Anthony G. Sennett, Richard. London: Allen Lane, Siemens, George. Open Learning Analytics. Berlin: Springer, Tapscott, Don. New York: McGraw Hill, Thomas, Douglas, and Seely Brown, John. A New Culture of Learning. Charleston, SC: Createspace, Tyack, David, and Cuban, Larry. Whitby, Greg. Sydney: Harper Collins, Willinsky, John. The timing has never been better for using technology to enable and improve learning at all levels, in all places, and for people of all backgrounds. From the modernization of E-rate to the proliferation and adoption of openly licensed educational resources, the key pieces necessary to realize best the transformations made possible by technology in education are in place. Educators, policymakers, administrators, and teacher preparation and professional development programs now should embed these tools and resources into their practices.

Working in collaboration with families, researchers, cultural institutions, and all other stakeholders, these groups can eliminate inefficiencies, reach beyond the walls of traditional classrooms, and form strong partnerships to support everywhere, all-the-time learning. Although the presence of technology does not ensure equity and accessibility in learning, it has the power to lower barriers to both in ways previously impossible.

No matter their perceived abilities or geographic locations, all learners can access resources, experiences, planning tools, and information that can set them on a path to acquiring expertise unimaginable a generation ago. All of this can work to augment the knowledge, skills, and competencies of educators.