The Internet as a learning tool

The Internet provides children with a learning experience, over which they may have more control. The success of such a learning experience may be questionable, yet a study carried out in Korea, in elementary schools on the subject of nutrition, proved differently. The children who took part in this study were split into book learning and Internet-based learning groups.

Both the groups had equal knowledge of the subject of nutrition before the study. However, the study revealed that the Internet-based learning group’s knowledge of nutrition had increased significantly in comparison with the book learning group (Her & Lee, 2003). This study is one example that

shows how children are able to learn via the Internet. Children may learn via the Internet through the viewing of information or by performing various other activities.

The Internet not only provides access to information but also the ability to learn by completing various activities. This learning experience may come in the form of many interactive activities. Unfortunately, the Internet is not limited to what some would consider beneficial activities through which children can learn. Many activities may contain forms of media which are freely available on the Internet but could be considered harmful. Children could easily be exposed to such potentially harmful content during every-day online activities. For this reason, a level of control over the online activities of children is required.

3.2.1.1 Internet learning activities

Exposure to such harmful media content could potentially hinder children in the process of healthy and successful learning. The learning which is being referred to in this chapter includes but is not limited to school related activi-ties. The term learning will be used as a broad term in which children acquire skills and knowledge through the use of the Internet. This learning process may consist of various learning activities. Table 3.1 contains a summary of the most prominent learning activities children perform on the Internet and the likelihood of exposure to potentially harmful media content.

Type of Internet learning activity

Example activity Possibility of exposure to harmful media Social development Social networking websites

(eg. www.facebook.com) or Voice over IP programs (e.g., Skype) or Chat rooms (eg. Internet Relay chat)

Highly Likely

Interactive learning Educational chat rooms (e.g., Mxit’s Dr Math)

Highly unlikely

Table 3.1: Possibility of exposure to harmful media content and/or individ-uals

To assist the understanding of how a child could possibly be exposed to potentially harmful media content when learning, a few examples can be used. Child X may be searching for information on a school subject on the Google search engine. The child may be intrigued with a picture and/or identify a link whilst searching that advertises a free e-mail service. The email service could very well be using the name hotmale. The child may confuse it with the well-known Hotmail e-mail service and follow the link. In turn they may end up being exposed to potentially harmful sexual content.

This is only one example but should give a good indication as to why children need to be protected when learning and developing socially via the Internet.

Social development through online learning may very well play a role in shaping a child’s identity and personality. Most children might not even be aware that they are learning when accessing the Internet and performing daily activities. This type of learning is better known as informal learning or accidental learning (Pettenati & Ranieri, 2006). This could be advantageous or detrimental to a child’s development. Thus, society may still frown upon Internet learning.

Internet learning is, however, seen as a new method of learning by society.

Society still considers no learning more valuable than the learning opportu-nity provided by school (Dewey, 2001). Internet learning, however, is gaining popularity and many school assignments nowadays require the child to use

the Internet to conduct their research.

3.2.1.2 Internet learning, a hands-on-approach

The school institution plays a very important role in a child’s growth. School focuses on teaching children in the traditional manner. The main purpose of schools is generally considered to be the conveyance of information, skills and knowledge to children. This helps them to develop a well-rounded general body of knowledge. The “brick-and-mortar” school system was established for this purpose and has had great success. However, technology has, in recent years, become a very attractive medium for the augmentation of the education provided by traditional schooling. The use of technology often fosters a much more hands-on approach to learning (Collins & Halverson, 2009). Children may use a search engine in class to find a definition in of a term, or use the Internet on their mobile phone to complete school activities wherever they go. Thus, this may be one of the reasons that children are making use of technology such as the Internet available on a smart phone for learning.

The Internet supported hands-on approach to learning covers a much larger set of disciplines. School might limit the body of knowledge to a certain set of disciplines. The Internet however, provides a limitless collaboration of all disciplines and a vast quantity of information on each. It is not only the amount of information that makes the Internet a more attractive choice of learning but also the manner in which it is presented. Collins and Halverson (2009) state that people of all ages, even children, make use of technology to enable them to learn on their own terms (p. 1). This “own terms” element is possibly what is also drawing children to the Internet. Not only are children able to learn on their own terms but also anonymously. The Internet provides a barrier of sorts that gives a child a kind of anonymity.