The advantages and disadvantages of learning through the Internet

Simon Marcus Gower, Jakarta

There are those that say that every school should now have access to both computers and to the Internet. They claim that in the age of information and as the world becomes more and more connected and the effects of globalization increase, schools cannot afford to be left out of the technological and communication developments which seem to advance on a daily basis.

These are admirable and appropriate sentiments for schools in the twenty first century. However, as our means of communication advance and increase, it is increasingly important that we not only learn the practical skills of using the tools for communication but we also develop the thinking skills to ensure that our communications are accurate, valid and worthwhile.

There can be no questioning that the Internet is a wonderful source of information. It has made the challenge of doing research an infinitely easier task. To quite literally have the world at your fingertips, through tapping at a keyboard, is a wonderful assistance in the gathering of information. But the practical skills to use these tools for the gathering of information, such as the simple interface with the Internet through computer monitor, keyboard and a central processing unit are quite simply attained.

These are, if you will, quite lower order thinking skills and abilities. As the quantity of information multiplies and multiplies, it becomes increasingly valuable to possess the skills and qualities of thought, to process, understand and put to the best use these massive amounts of information.

The mountains of information that may come to us through the Internet and via our television screens can literally overwhelm us. But in addition to potentially overwhelming us it may also mislead us, because information is not always accurate. The quality of information that can be downloaded from the Internet or fed to our eyes through the television screen is not always guaranteed. In this sense the ability to critically analyze the abundance of information that comes to us now is an ability that is increasingly valuable.

Some schools seek to promote the use of computers and the Internet and so teachers look for ways in which their students may have reason to use Internet search engines and surf the net looking to gather information. Projects can be given that actively require the students to use Internet facilities.

Students are, then, quite often being directed to use the Internet but such directing is not always accompanied by guidance on how to use the information found on the Internet and critically assess what is being found. This, in and of itself, is a hazardous route to go down for any educators. Students that do not get appropriate guidance are liable to make mistakes in their use of the Internet that may go unchecked. Exploration is good but when young students are doing the exploring it is very important that they be assisted to make right choices and decisions.

The power and the value of the Internet is beyond dispute but its use in schools should be done with circumspection and care from teachers. Examples exist where students may be lazy in their usage of the Internet and so have but limited learning experiences as a consequence. It can already be seen that students will happily use the Internet to gather information but then exercise little or no critical thought in their use of that information.

Students will easily and readily surf the net for information, it is clear that there is a generation of school students that is computer literate and Internet savvy, but once they have gathered their required information they are not so literate and not so savvy. The ease with which things can simply be cut and pasted from the Internet means that students are adept at getting information but no so adept at critically examining it and determining its quality, veracity and so value.

It is possible to see quantity quite simply outstripping quality here. Students, when given a task that requires them to use the Internet, may be well motivated but they may fail to be thoughtful and challenging of themselves and others when they use this facility. Consequently students can easily download and reproduce Internet sourced material and so produce assignments and reports that are abundant in their quantity and their consumption of paper.

When, however, these same students are challenged to discuss, explain and critically appraise what they have gathered they hit stumbling blocks. It becomes clear that they have not really thought about their projects and sometimes have read very little of the material they have gathered and so contentedly used.

This kind of predicament renders a situation that is close to, if not a blatant example of, plagiarism whether done intentionally or not. Students should not be allowed to fall into this trap -- for a trap it truly is. Teachers need to be careful to present projects that require the students to generate a thoughtful response to a task, problem or challenge. These kinds of projects generate and engender student involvement and interface with their studies.

The Internet can create a predicament in school classrooms in which students mindlessly regurgitate information and the thoughts of others. This is surely not a desirable outcome. The Internet is a great tool but it should not be allowed to be a tool that replaces or negates the use of our brains. If schools and educators are about anything they must surely be about advancing thinking skills and stimulating the brain. The Internet can be and is a great tool to assist in this but it should not be allowed to substitute and so subjugate thought.

The writer is Executive Principal of the High/Scope Indonesia School. The opinions expressed above are personal.