write a essay on influence of internet

A Brave New World: How the Internet Affects Societies

Meeting summary (11 may 2017).

Professor Dr Erik Huizer

Chief Technology Officer, SURFnet; Research Associate, University of Utrecht; Internet Hall of Fame Inductee

Syed Ismail Shah

Chairman, Pakistan Telecommunications Authority

James Arroyo OBE

The Ditchley Foundation

Dr Unoma Ndii Okorafor

Founder & CEO, WAAW Foundation; Co-Founder & CEO, Radicube Technologies

Rebecca MacKinnon

Director, Ranking Digital Rights, New America

Introduction

With the rise of the Internet in recent decades, its impact on society has been transformative at multiple levels – including in communication, access to knowledge and social interaction.

While early adopters saw possibilities in using the Internet as a vehicle through which the many challenges facing the world might be addressed, more recently questions have arisen about how Internet technology can be used to spread false and misleading information, and to radicalize and recruit potential terrorists. There are also concerns as to whether the Internet serves to reduce or exacerbate social divisions; and whether it contributes to the dilution of social norms or, conversely, serves as a channel to perpetuate them.

In this context, the technical community has initiated a conversation about the role that the Internet is – and should be – playing in societies. Notably, for some within the technical community, there is growing unease that the very technologies that supported Internet growth are also enabling behaviours that are socially unacceptable, putting pressure on the way people use and experience the online environment.

On 11 May 2017 the Internet Society and Chatham House convened a roundtable discussion, held under the Chatham House Rule, [1]  at which a culturally and geographically diverse set of participants examined questions relating to how the Internet affects social norms and societies as a whole, as well as its impact on people’s daily lives.

Access, capacity and the developing world

The Internet is for everyone, according to the Internet Society’s vision, but it has not quite happened for all. Access to the Internet is essential for empowerment of certain groups, especially women, connecting them with global markets and communities. Yet, women in Africa are 50 per cent less likely to be online than men; and there are digital divides also affecting people with disabilities, and people lacking digital skills.

The Internet in the developing world

An Internet Society survey of 2,100 people across the world has found that people in developing markets remain optimistic that the benefits of connecting far outweigh the perceived risks. On the contrary, in the Western hemisphere, conversations about the Internet risk losing the sense of genuine excitement and urgency that many in developing countries feel about getting online.

The mobile Internet has been a game changer in developing countries. In Pakistan there were 3.79 million broadband connections through 3G in 2013. In just three years, however, the advent of 4G has increased the number of mobile broadband connections to 43 million. For regulators in developing countries, the first step is to bring people online, and after that to focus on new services. For example, graduates in Pakistan increasingly want to be entrepreneurs rather than be employed by others. Entrepreneurial activity, in turn, increases financial inclusion: Pakistan’s vision is now that by 2020 50 per cent will have their own bank account.

Digital divides

Connectivity is growing fast, but some places are not doing as well as others. ‘Access’ is not as simple as giving people connection to the Internet. There are multiple, multi-dimensional factors contributing to digital divides, chief among them gender, access to education and skills, lack of locally relevant content, lack of human capacity, and weak local supply chains. All these issues need to be addressed if the vision of the ‘Internet for everyone’ is to be achieved.

In particular, a lack of localized content risks turning Internet users from developing countries into consumers rather than creators. An estimated 90 per cent of jobs that will be created over the next decade will require technical skills, and Africa will be, in demographic terms, the youngest continent. There is an urgent need to develop relevant skills to both preserve and expand opportunities for all.

At the same time, technological innovations are further deepening divides. There is a risk that greater digital inequality will spread within countries – between those who are connected and those who are not. This inequality will affect jobs and the economic performance of countries and communities. In a scenario in which there is likely to be a threshold for innovation to see gains in the economy, without proper access and education many people will be left behind.

On the more positive side, the spread of Internet uptake can also work to address divides within societies. In Pakistan, for example, some 70 per cent of medical students are women, but for cultural reasons only 20–30 per cent of practising doctors are women – even though many female patients prefer to be seen by a female doctor. There are successful examples of using technology to bring women and girls into the workforce, for example by enabling women to access female doctors via remote consultations. As another example of the interplay between local and global, Pakistan is home to one of the world’s largest ‘virtual’ universities, established in 2002.

Trust and fear in the online environment: the ‘silent majority’ is vanishing

A case can be made that, in the ‘real’ world, the Chatham House Rule is comparable with the Internet Society’s vision of the ‘Internet for everyone’. The Rule is intended to ensure that people can speak openly and freely, but also securely. It provides a channel for an issue to be thoroughly debated, and this lends legitimacy. Members of the technical community may view confidentiality as secrecy, but on difficult issues people of good faith need some room to talk and interact freely.

Online debate

The confidentiality offered by the Chatham House Rule encourages people to speak freely, but its efficacy depends on physical meetings in the real world, at which the presence of a silent majority plays an important role in curbing extreme behaviour. No equivalent mechanism exists in the online environment: the silent majority is not only silent, but invisible. As a result, debate can spin out of control.

One speaker remarked that ‘fear is trumping trust’ online. It is important that people are able to speak freely online, but there is no shared moral and/or cultural code influencing how people behave. The risk, therefore, is that online debate is reduced to the lowest common denominator: ‘Civil debate according to the Chatham House Rule is hardly possible online. This leads to a sort of extreme behaviour in debates, which in turn leads to self-censorship.’

Real-world implications

A case can be made that in some instances hate speech may provoke actions in the real world that threaten the personal safety of many. In Rwanda, for example, where ‘hate media’ had a role in fuelling the genocide in 1994, the government is now attempting to restrict what is published online. In early 2017 the government of Cameroon blocked Internet access for the English-speaking part of the country for 93 days. The government said that it reserved the right to stop the Internet being used as a tool to stoke internal division and hatred. However, Internet filtering and shutdowns create extensive collateral damage, and have, in the case of Cameroon, for example, been condemned by the UN Special Rapporteur on freedom of expression as an ‘appalling violation’ of the right of freedom of expression.

Globalization and the Internet as an engine for economic growth

Governments around the world recognize that the Internet is an engine of growth. States are committed to connecting more people (1.5 billion by 2020, in line with the ITU target) to advance the gains that can be made from the Internet economy.

The evolution of the Internet, particularly from the 1990s, has coincided with the end of the post-war East–West order (the so-called ‘end of history’), and the advance of globalization. Whereas diplomacy has traditionally depended on adapting behaviour to local culture in order to reduce friction, what is new is that the Internet effectively ‘collapses’ concepts of place, and, with that, the ability to hold separate value systems in different places.

The role of the state

Workshop participants discussed the appropriate role of the state in an increasingly globalized – but simultaneously fragmented – world. Explicitly Western values have driven the agenda to date, and states that do not buy into those values will view the Internet’s advance as a direct threat. Internet policy dialogue tends to lump non-Western countries or governments together, as though they are all alike. However, there are certain ‘rule-of-law’ states that place more value on social responsibility and cohesion than on individual personal expression. The challenge for states is thus to figure out how to work together without necessarily quite agreeing on such values.

In the opinion of one speaker, quick change will be resisted and conflict is likely to occur. Another disagreed, contending that the Internet’s values are aligned with the Universal Declaration of Human Rights.

There are conflicts between the principles of state sovereignty and globalization. Internet regulation is mostly confined within state borders, but both regulation and technical decisions can have global impacts. One participant asked if it remains accurate to view the Internet as a global network. Other participants noted that the Internet is not just creating challenges for regulation between states because of diminishing borders, but also within the national state bureaucracy. As regards the latter, the Internet has forced a change in the jurisdiction of certain agencies – for example, branches concerned with communication are now asking about their role in the privacy debate – and there is increasing strain placed on governments as these agency jurisdictions continue to blur.

The evolving security challenge

The growth of the Internet has been hugely disruptive to intelligence services. Disruption and encryption have bitten into traditional intelligence models. Agencies are now learning to embrace the Internet to deal with the evolving threats of terrorism and non-state actors. While acknowledging that bulk powers have their critics, one speaker expressed the view that the UK Investigatory Powers Act (2016) is modernizing how intelligence agencies collect evidence.

In the past, when government organizations thought about Internet security, they focused on the top 5 per cent of high-risk events, such as attacks on critical infrastructure. While potentially devastating, such attacks are rare compared with the constant barrage of cyber incidents affecting the population at large. As a result, governments are increasingly concerned with the Internet as it relates to civilian usage. Moreover, the evolution of the modern Internet has led to non-state actors, such as terrorists and hackers, posing security threats to states. Governments are still learning how to respect the privacy of individuals’ communications in the context of criminal investigations.

One participant noted that there has been a ‘market failure’ in security, and that citizens are not managing risks sufficiently. The UK government, for example, has responded at the national level by creating the National Cyber Security Centre.

The Internet of things

The Internet of things (IoT) also poses a big challenge to security. In the next 10 years an estimated 30 billion connected devices will come online. The growth in IoT marketing and innovation has outpaced security, and there are no good economic incentives in place to promote security. Many traditional companies that had nothing to do with information technology are now in effect becoming IT companies, but do not understand how their products can create vulnerability in the network. In this context, how do we continue to connect more devices and gadgets to the network without creating further vulnerability and insecurity? The second challenge around IoT and security pertains to data collection. Most of the focus for regulation is on visible – or physical – things, such as actual devices and gadgets. One participant suggested that as IoT exists in the cloud, that is where security and privacy solutions may be effective.

State regulation in a global world

One speaker described the present situation as a ‘Magna Carta moment’ – a general realization that ‘we don’t have the right structures to address the problems we’re facing’. ‘The nation state system of governance … for national and international and corporate governance are not fit for purpose to deal with the issues we’re facing.’ There is a need to bring together the right stakeholders to address the problems.

Other participants noted that regulation by the state can resolve many of the current problems, such as market failure around security.

When governments make local laws, they need to recognize that they are part of a broader, global system. Therefore, in one speaker’s view, governments need to be accountable not only to their own people, but to everyone on the network.

Others advocated less regulation, making the case instead for raising awareness of the opportunities the Internet brings. One participant asked if governments should be more visible in Internet regulation. Should there be a ‘complaints department’ for consumers at a national level, for example? Or should companies be forced to be more open by allowing algorithms to be reviewed by regulators to help prevent bias? Another noted that the media and the public sphere have become less transparent, and if the state does not play a part in regulating private companies, the data they collect, and the algorithms they operate, then there will be an imbalance.

Democracy and corporate power

Events in 2016 brought surprises in terms of democratic outcomes. Notably, following the Brexit referendum in the UK and the outcome of the US elections, many people are worried about the role of social media in creating filter bubbles and echo chambers, and in spreading fake news.

Extreme behaviour

One speaker raised the point that the vast majority of extreme behaviour is played out on two platforms with the largest user bases. There have been numerous attempts to develop norms of behaviour, or create technical solutions that could filter extreme material. It was only when advertisers started to abandon the platforms because they saw their brands being damaged by association that the platforms did anything about it.

The role of companies

While there has been increased transparency about how companies are responding to requests from governments for user data, there is little publicly available information about firms’ internal processes to moderate content on their platforms. Companies have done a good job in removing images of child abuse, for example, but a poor job in relation to images of breast feeding, or nudity in art. There is also a concern that, where governments are putting pressure on social media companies to take down allegedly extremist material, this may unjustifiably also target the work of human rights activists and journalists.

As recently as 2011, the discussion about the relationship between social media and democracy would have been very different. One participant noted that social networks were initially viewed as a democratizing force, but now the world is seeing the negative impacts that social media can have on society. One participant framed this as a transition from an ‘algorithm-less’ world to one that is ‘algorithm-full’. Another participant noted that, previously, the algorithms used to provide consumers of social media with information were often viewed as neutral. However, events in 2016 have changed people’s perspectives on how social media algorithms can create bias and perpetuate false information. Although the Internet feels like a public space, it is built on private infrastructure; and the companies that control these algorithms hold a great deal of unaccountable power.

Encoding values into the online environment

Just as the Internet Engineering Task Force (IETF) had to adapt to the internationalization of its membership by adopting a code of conduct, there is an urgent need to find an equivalent set of norms to enable ‘civilized’ debate online and reduce extreme behaviour.

While technical solutions seem attractive, it is important to be aware of both the opportunities and risks of encoding social values into algorithms, or into machines themselves. This process will reach its zenith with autonomy, but machine learning biases are already apparent. How can there be a distributed system that is secure, when security itself is a value judgment?

Legitimacy in the multi-stakeholder process

Internet governance began as a technical project but ended up in the world of policy. The technical community has often been very open and transparent, whereas government decisions are often made under conditions of confidentiality. In this context, questions were asked as to how we get these two very different communities to work together and within the confines of traditional institutions; and who should be responsible for convening this consultative space.

A new status quo

Intelligence services used to assume that the status quo would remain of the Internet as a global commons. This view was challenged in 2010, in light of a raft of proposals for new international laws, protocols and technologies designed to benefit authoritarian states. Since then, engagement through the Internet Governance Forum has been stronger; but a liberal, multi-stakeholder perspective is not guaranteed, and will need to be fought for.

Multi-stakeholder policies

Internet policy has become divorced from public-sector spending rounds in many countries, for example in the UK. In this context, multi-stakeholder policy can be undertaken, but only if it does not have a financial impact. One participant noted that discussions on Internet governance and enhanced cooperation tend to go round in circles. In other countries, such as in Malaysia or Kenya, progress on multi-stakeholder models has been reversed when governments have changed or instability has increased. It is unclear who the convenor of the open, consultative space is.

One speaker asserted that while the multi-stakeholder model is liberal, it is not democratic, and there is a danger that in certain environments only the ‘right sort’ of stakeholders are wanted. One participant argued that there is little legitimate input by civil society, whose voice has been crowded out. Another disagreed, noting that those who exert most influence are people who have gone beyond the normal range of effort to extend their expertise.

There is therefore a complex ‘ecosystem’, and different types of decision-making are needed for different problems online. One participant noted that the Internet community has reinforced how the multi-stakeholder model can work. But the role of the public and of civil society is important in demanding systematic change in how governments make decisions that affect the Internet.

What are the solutions to current and foreseeable challenges?

As one speaker remarked, there is not a ‘grand, top-down plan that we will suddenly innovate. It will evolve organically in a very “Internet-y” way.’

Possible solutions

International norms for behaviour and security.

Several speakers highlighted the need for norms of online behaviour and security. This challenge should not be underestimated. The collapse of place is something new, and this challenges the ability to hold separate value systems in different places – something that has previously been essential for successful international diplomacy.

Technical solutions to make visible the silent majority

Technology cannot solve problems of human behaviour, but the problems cannot be solved without technology. The knee-jerk reaction has been to call for unwanted material to be blocked, but the minute this starts, filter bubbles are created. An alternative approach may be to adopt public broadcast values – whereby all views are presented and consumers are necessarily confronted with a range of viewpoints. One speaker suggested that technology could be harnessed to track who reads discussions.

Accountability for corporate impact on human rights

One solution may be to develop benchmarks for companies to make commitments; for others to be able to assess whether those are the right sort of commitments; and to provide data that will enable policymakers, civil society, companies and investors to have a conversation about what sort of Internet is collectively wanted.

Hate speech and fake news

Several speakers agreed that organizations like the Internet Society could help by starting to have essential conversations around fake news, hate speech and extremist content.

Security and the Internet of things

Regulators need to consider who holds IoT data, and focus on the cloud rather than attempting to regulate every object that comes onto the market.

Progress is possible, but the risks are real

One speaker noted that many of the problems that are hotly debated in the context of Internet policy have affected humanity for generations. These problems arise from success not failure. Traditional institutions such as the judiciary have shown themselves to be able to deal with many issues. Previous leaps forward in human connectivity have also led to unprecedented human destruction. Nevertheless, progress has been made, and ‘humanity has evolved’. In the long run, things are improving, and there are great possibilities for innovation, development and human growth.

The developing world is hopeful

Speakers from the developing world emphasized that for many developing countries the Internet continues to be seen overwhelmingly as a medium of opportunity and empowerment. Although countries in the developing world understand that the Internet can impose challenges on society, they still feel that the Internet is the only existing medium that can efficiently provide effective solutions to issues such as poverty, marginalization and education. Some participants also noted that the acceleration of technology could lead to a deepening of existing inequalities, but asserted that this risk could be overcome through truly inclusive and participatory processes.

[1]  When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed.

The views expressed in this document are the sole responsibility of the speaker(s) and participants, and do not necessarily reflect the view of Chatham House, its staff, associates or Council. Chatham House is independent and owes no allegiance to any government or to any political body. It does not take institutional positions on policy issues. This document is issued on the understanding that if any extract is used, the author(s)/speaker(s) and Chatham House should be credited, preferably with the date of the publication or details of the event. Where this document refers to or reports statements made by speakers at an event, every effort has been made to provide a fair representation of their views and opinions. The published text of speeches and presentations may differ from delivery. © The Royal Institute of International Affairs, 2017.

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Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay

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Introduction

Impact of internet on society, a case for the internet, works cited.

The internet is arguably the most influential invention made in the last half a century. This creation has had immense impact on the world with person’s personal and professional lives being influenced by this innovation. The internet has invaded most aspects of human life with its use spanning from industries as diverse as health care provision to mining and manufacturing.

This wide application of the internet has made it hard for people to envision a world without the internet. For most people, it would be impossible to operate efficiently if the internet was not there to provide quick and effective communication. However, the internet has contributed to some negative outcomes in society due to its attributes of efficiency and ease of information provision. This paper will argue that the world would be a better place if the internet had not been invented.

The information available on the internet has contributed to the rise in violence in our society. The internet contains a wide array of information on all topics. Some of the information contained pertains to violence and how a person can engage in acts of violence. There are websites that offer in-depth information on how to create a homemade bomb or even how to convert a handgun into a semi-automatic weapon.

This information has been used by various individuals to carry out acts of violence against members of the society (Schmitt 1). In the recent Boston bomb attack, the perpetrators used the internet to gain information on how to turn pressure cookers into deadly bombs that were used to carry out the terror attacks. The Norwegian terrorist, Anders Breivik who killed 77 people and injured at least 110 more is reported to have used the internet in his preparation for the brutal attacks.

Proponents of the internet argue that individuals with violent tendencies will find a way to carry out attacks even without the help of the internet. They argue that a person who wants to commit a crime can get the information they need from books or use traditional weapons such as guns and knives. While this is true, the internet has made it easier for the violent people to access dangerous information with little effort. This has increased the danger that such individuals pose to our society.

The internet has contributed to making the world an unsafe place by making it easy for international terrorists to operate. The prevalence of global acts of terror in the last decade has made international terrorism the greatest danger to world security.

Terror attacks in major cities such as New York, London, and Madrid have caused world leaders to recognize the devastating effect of international terrorism. The internet has assisted in the growth and development of international terrorist organizations. Schmitt reveals that the internet plays a role in the recruitment and radicalization of terrorists in countries all over the world (1).

For example, radical clerics have been known to post radical sermons online and gain many followers all over the world. The radical messages have contributed to the prevalence of “home grown” terrorists who communicate hateful messages through the internet. In the Boston bombing incident, the two brothers are reported to have been influenced and radicalized by the Islamic Cleric, Anwar al-Awlaki whose sermons provided the motivation for their deadly attacks (Schmitt 1).

The al-Qaeda terror network is known to use the internet extensively to spread its hateful messages and inspire acts of terrorism against Western targets. Without the internet, terrorists would not have such an efficient medium through which to spread their messages. It is therefore conceivable that the world would be safer without the internet to facilitate the spread of international terrorism.

The internet has given governments the tools with which to engage in pervasive surveillance of their citizens. While we live in an open community where freedom is guaranteed, the government may want to keep track of its citizens. In the past, attempts by the governments to engage in surveillance have been met with resistance.

However, the internet has provided an efficient and cheap means for the governments to track people and keep records of their communication often without their consent. By gathering information from sources such as Internet Service Providers, search engines, and Social Networking Sites, the government can build profiles of individuals and invade privacy. A report by the CNN ominously warns that thanks to the internet, “our surveillance state is efficient beyond the wildest dreams of George Orwell” (Schneier 1).

The internet has made it possible for a person’s private information to be accessed and stored by third parties. The US government has engaged in spying activities on its own citizens without their consent or knowledge. The internet has therefore contributed to the dramatic infringement of personal privacy by the government and made our society less free.

The internet has played a part in the prevalence of moral decay by providing individuals with decadent material. The internet is the largest repository of information in the world. Among this information is material of a questionable moral caliber such as pornography. A report by the BBC states that four in every ten individuals who use the internet are subjected to pornographic material (1).

This report is corroborated by the fact that the pornography industry has grown into a multi-million dollar industry with many pornography websites appearing online. Pornography is damaging to the society since it leads to a pervasion of sexual acts and promotes acts of violence such as rape.

Reports indicate that many convicted rapists and child molesters cite pornography as a trigger to their damaging actions (BBC 1). Proponents of the internet argue that there was still decadent material in the society before the invention of the internet. They claim that photographic material could be obtained through magazines and even bootleg tapes. These claims are true since offensive material has been in the society since the invention of the printing press.

However, the spread of this material before the internet was restricted and it occurred in a regulated fashion. A report by the BBC reveals that since the arrival of the internet, “pornography is far more readily available and less regulated” (1). Without the internet, it would be harder for people to access pornographic material. The society would therefore be protected from the negative effects of this decadent material.

Advocates of the internet assert that is has contributed to the growth and development of society. Industries and Businesses have benefited from improved efficiency and effectiveness due to the internet. Increased productivity in organizations has resulted in economic growth, which is a desirable outcome for the society.

The internet has also enhanced scientific research and innovation by making it easy for various professionals to work collaboratively through the internet. It has increased the research abilities of various professionals therefore contributing to the development of our society. Knut asserts that the internet has served as an enabler for all forms of innovation in the society (1). This positive attributes of the internet are all true and the prevalence of the internet has greatly affected societies and the economy.

However, it should be noted that innovation and research would still have occurred even without the presence of the internet. Economic growth and prosperity was in action for decades before the advent of the internet. What the internet has done is increase the rate at which economic growth and technological advancement has taken place in society. It would therefore be wrong to assume that there would be no development if the internet was not invented.

While the internet has been hailed as the “most important technology” developed, it has led to much harm to society. This paper has argued that the world would be a better place if the internet had not been invented. To buttress this assertion, the paper has highlighted how the internet has contributed to the rising insecurity and violence in the world. The internet has made it easy for international terrorism organizations to expand their influence.

It has noted that governments can infringe upon the freedom of their citizens more efficiently because of the internet. The paper has also highlighted the contribution that the internet has played to moral decay. However, the paper has also acknowledged the positive contributions that the internet has played in society. Even so, the positive contributions are outweighed by the negative influences that the internet has had. It can therefore be declared that the society would be better off if the internet had never been invented.

BBC. The internet and Pornography . 2011. Web.

Knut, Blind. The Internet as Enabler for New Forms of Innovation: New Challenges for Research. 2011. Web.

Schmitt, Eric. Boston Plotters Said to Initially Target July 4 for Attack . 2013. Web.

Schneier, Bruce. The internet is a surveillance State . 2013. Web.

• The Sociology of Religion Aspects
• Modern-Day Heroes in Society
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• Introduction to Sociology of Religion: When Religion Defines the Moods in Community
• The Sociological Study of Religion
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IvyPanda. (2018, December 19). Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay. https://ivypanda.com/essays/has-the-internet-had-an-overall-positive-or-negative-effect-on-the-society/

"Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay." IvyPanda , 19 Dec. 2018, ivypanda.com/essays/has-the-internet-had-an-overall-positive-or-negative-effect-on-the-society/.

IvyPanda . (2018) 'Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay'. 19 December.

IvyPanda . 2018. "Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay." December 19, 2018. https://ivypanda.com/essays/has-the-internet-had-an-overall-positive-or-negative-effect-on-the-society/.

1. IvyPanda . "Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay." December 19, 2018. https://ivypanda.com/essays/has-the-internet-had-an-overall-positive-or-negative-effect-on-the-society/.

Bibliography

IvyPanda . "Has the Internet Positively or Negatively Impacted Human Society? Argumentative Essay." December 19, 2018. https://ivypanda.com/essays/has-the-internet-had-an-overall-positive-or-negative-effect-on-the-society/.

• Impact of the Internet on Society Words: 1149
• The Negative Effect the Internet Has on Society Words: 1716
• Internet Impact on Modern Culture Words: 1379
• Ramifications of the Internet Words: 1159
• History of the Internet Words: 1168
• The Internet Impact on Social Reality Words: 611
• Life Before the Internet Versus After the Internet Words: 659
• The Internet in Modern Human Life Words: 1102
• Internet Does More Good Than Harm Words: 850
• Role of Internet in Internet Addiction Words: 1965

Impact of Internet on Society

Introduction, the argument for the positive impact, the argument against the positive impact.

Society has existed and functioned for a long time without such innovative technology as the Internet. This is the argument of supporters that this innovation hurts people. However, this work aims to prove that the Internet positively contributes to modern life. Henceforth, the arguments for this opinion are access to a large amount of information and the possibility of unlimited communication. The counterarguments are an excess of information on the Internet, which may be false and harm people’s health.

Therefore, the first argument for the lasting impact of the Internet on society is access to information. With the development of this technology, people have gained the ability to easily and quickly get information about everything that interests them. Moreover, they can now educate themselves on this platform, so all knowledge is structured and understandable. Further, the Internet allows unlimited communication. Internet messengers and social media help people stay in touch and maintain communication (Akram & Kumar, 2017). Moreover, the Internet is used for business communication when working remotely.

On the other hand, it is essential to remember that due to the excess of information, it is necessary to take a responsible attitude toward her selection and understand what is true and false from what is provided. Moreover, it is worth noting that the Internet has a detrimental effect on the fact that people spend too much time communicating on it. Thus, physical health, such as vision, suffers, and the culture of speech and the way of thinking deteriorates significantly.

Therefore, the importance of Internet technologies in the life of society cannot be underestimated. Despite some negative aspects, this innovation significantly improves many aspects. Hence, the Internet provides access to a massive amount of data that can be intimidating. However, it can become a precious source with proper and responsible use. The Internet is also a tool for many people to communicate, both for those living nearby and for those who live on different continents.

Akram, W., & Kumar, R. (2017). A study on positive and negative effects of social media on society. International Journal of Computer Sciences and Engineering, 5 (10), 351-354.

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"Impact of Internet on Society." StudyCorgi , 28 Feb. 2023, studycorgi.com/impact-of-internet-on-society/.

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Bibliography

StudyCorgi . "Impact of Internet on Society." February 28, 2023. https://studycorgi.com/impact-of-internet-on-society/.

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800 Words Essay On Internet in English for Students

The internet has transformed the world in ways that were unimaginable just a few decades ago. It has revolutionized how we communicate, access information, conduct business, and even how we entertain ourselves. The internet has become an integral part of our daily lives, and it’s hard to imagine a world without it.

At its core, the Internet is a vast network of interconnected computers and servers that allows for the exchange of information and data across the globe. It was originally conceived as a way for researchers and scientists to share information and collaborate on projects, but it has since evolved into a ubiquitous platform that has permeated every aspect of modern life.

One of the most significant impacts of the internet has been on communication. Before the internet, communication was limited by geography and time zones. People had to rely on physical mail, telephone calls, or face-to-face meetings to communicate with one another. The internet has made communication instantaneous and borderless. With the rise of email, instant messaging, video conferencing, and social media platforms, people can communicate with each other from anywhere in the world, at any time.

The internet has also revolutionized the way we access information. In the past, people had to rely on physical libraries, books, and other printed materials to access information. Today, with the internet, a wealth of information is available at our fingertips. From online encyclopedias to news websites, academic journals, and online databases, the internet has made it possible to access information on virtually any topic imaginable.

Another significant impact of the internet has been on the economy and the way we conduct business. The rise of e-commerce has made it possible for businesses to reach a global market and sell their products and services online. Online shopping has become increasingly popular, and many traditional brick-and-mortar stores have had to adapt to this new reality by establishing an online presence.

Furthermore, the internet has enabled the rise of the gig economy, where people can work as freelancers or contractors for multiple clients and projects simultaneously. This has created new opportunities for individuals to earn a living and has allowed businesses to access a global talent pool.

The internet has also had a profound impact on education. Online learning platforms and distance education programs have made it possible for students to access educational resources and attend classes from anywhere in the world. This has opened up new opportunities for people who may not have had access to traditional educational institutions due to geographical or financial constraints.

However, the internet has also brought with it a number of challenges and concerns. One of the biggest concerns is privacy and security. With so much personal information being shared online, there is a risk of data breaches and cyber attacks. Companies and individuals need to be vigilant about protecting their personal information and implementing strong cybersecurity measures.

Another concern is the spread of misinformation and fake news. The internet has made it easier for anyone to publish and share information, regardless of its accuracy or credibility. This has led to the proliferation of fake news and conspiracy theories, which can have serious consequences for individuals and society as a whole.

There is also concern about the impact of the internet on mental health and well-being. The constant exposure to social media and the pressure to curate a perfect online persona can lead to feelings of anxiety, depression, and low self-esteem. Additionally, the addictive nature of the internet and the constant stream of information can contribute to decreased attention spans and difficulty focusing on tasks.

Despite these challenges, the internet has proven to be an invaluable tool that has transformed the way we live, work, and interact with the world around us. It has opened up new opportunities for communication, education, and economic growth, and has made it possible for people to connect and collaborate in ways that were previously unimaginable.

As we move forward, it is important to address the challenges and concerns surrounding the internet while also embracing its potential for innovation and progress. This may involve implementing stronger cybersecurity measures, promoting digital literacy and critical thinking skills, and encouraging responsible and ethical use of the internet.

In conclusion, the internet has had a profound impact on virtually every aspect of modern life. It has revolutionized communication, education, business, and access to information. While it has brought with it a number of challenges and concerns, the internet has proven to be an invaluable tool that has transformed the way we live and interact with the world around us. As we continue to navigate the digital age, it is important to embrace the opportunities that the internet provides while also addressing its challenges and promoting responsible and ethical use.

Uses of Internet

In the 21st century, the internet has become an indispensable part of our daily lives, revolutionizing the way we connect, learn, work, and entertain ourselves. Its multifaceted uses have permeated every aspect of society, bringing about unprecedented convenience and opportunities.

Communication stands out as one of the internet’s most significant uses. Instant messaging, video calls, and social media platforms have transcended geographical barriers, allowing people to stay connected with friends and family across the globe. The internet has turned the world into a global village, fostering a sense of unity and understanding among diverse cultures.

Education has undergone a remarkable transformation due to the internet. Online courses, tutorials, and educational resources have made learning accessible to anyone with an internet connection. Students can pursue degrees, acquire new skills, and access a wealth of information at their fingertips, democratizing education and breaking down traditional barriers to learning.

The internet has also redefined the way we work. Remote collaboration tools, cloud computing, and virtual offices have become essential components of the modern workplace. This shift has not only increased efficiency but has also opened up new opportunities for freelancers and remote workers, contributing to the rise of the gig economy.

In the realm of information, the internet has become an unparalleled resource. Search engines allow us to access vast amounts of information on any topic imaginable. This democratization of information has empowered individuals, encouraging critical thinking and facilitating informed decision-making.

Entertainment has undergone a digital revolution, with streaming services, online gaming, and social media platforms providing endless avenues for amusement. The internet has not only transformed how we consume content but has also given rise to new forms of artistic expression and creativity.

In conclusion, the internet’s uses are multifaceted and far-reaching, impacting every facet of our lives. From connecting people across the globe to revolutionizing education, work, and entertainment, the internet continues to be a transformative force, shaping the present and influencing the future. As we navigate the digital landscape, it is essential to harness the potential of the internet responsibly, ensuring that it remains a force for positive change in the years to come.

Convenience Due to Internet

The advent of the internet has ushered in an era of unprecedented convenience, transforming the way we live, work, and interact with the world. In our fast-paced lives, the internet has become a cornerstone of efficiency and ease, offering a multitude of conveniences that have reshaped our daily routines.

Communication is perhaps the most obvious and impactful convenience brought about by the internet. Instant messaging, email, and social media platforms have revolutionized the way we connect with others. Whether it’s staying in touch with loved ones, collaborating with colleagues, or reaching out to friends across the globe, the internet has made communication instantaneous and seamless.

The convenience of online shopping has fundamentally altered the retail landscape. With just a few clicks, consumers can browse, compare prices, and purchase a vast array of products from the comfort of their homes. The rise of e-commerce platforms has not only made shopping more convenient but has also introduced the concept of doorstep delivery, saving time and eliminating the need for physical store visits.

Information retrieval has been transformed by the internet’s vast repository of knowledge. Search engines provide instant access to information on any conceivable topic, enabling users to quickly find answers, conduct research, and stay informed. This ease of information retrieval has empowered individuals, making knowledge more accessible than ever before.

The workplace has undergone a paradigm shift with the internet, enabling remote work and flexible schedules. Online collaboration tools, cloud computing, and virtual communication platforms have made it possible for individuals to work from virtually anywhere, reducing the constraints of traditional office settings and commuting.

Entertainment has also become infinitely more convenient through streaming services, online gaming, and digital media platforms. The ability to access a diverse range of content on-demand has given consumers unprecedented control over their entertainment choices, eliminating the need to adhere to fixed schedules or physical media.

In conclusion, the internet has woven a tapestry of convenience into the fabric of our lives. From streamlined communication and effortless online shopping to boundless information access and flexible work arrangements, the conveniences offered by the internet have become integral to our modern existence. As we navigate this digital landscape, the ongoing evolution of internet technologies continues to enhance and redefine the meaning of convenience in our interconnected world.

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Essay On Internet- FAQs

What is internet short essay.

In the modern time, internet has become is one of the most powerful and interesting tools all across the world. The Internet is a network of networks and collection of many services and resources which benefits us in various ways. Using internet we can access World Wide Web from any place.

What is Internet in 150 words?

The internet is the most recent man-made creation that connects the world. The world has narrowed down after the invention of the internet. It has demolished all boundaries, which were the barriers between people and has made everything accessible. The internet is helpful to us in different ways.

What is internet 100 words?

A. The internet, a recent man-made marvel, has brought the world closer. It has shattered all barriers and made everything accessible. The internet serves us in countless ways, from sharing information with people across the world to staying connected with our loved ones.

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• Internet Seen as Positive Influence on Education but Negative on Morality in Emerging and Developing Nations

Internet Usage More Common Among the Young, Well-Educated and English Speakers

Table of contents.

• 1. Communications Technology in Emerging and Developing Nations
• 2. Online Activities in Emerging and Developing Nations
• 3. Influence of Internet in Emerging and Developing Nations
• Methods in Detail

As more people around the world gain access to all the tools of the digital age, the internet will play a greater role in everyday life. And so far, people in emerging and developing nations say that the increasing use of the internet has been a good influence in the realms of education, personal relationships and the economy. But despite all the benefits of these new technologies, on balance people are more likely to say that the internet is a negative rather than a positive influence on morality, and they are divided about its effect on politics.

Publics in emerging and developing nations are more convinced that the internet is having a negative effect on morality. A median of 42% say it is a bad influence on morality, while only 29% see the internet as a good influence. And in no country surveyed does a majority say that the internet’s influence on morality is a positive.

However, many in these emerging and developing nations are left out of the internet revolution entirely. A median of less than half across the 32 countries surveyed use the internet at least occasionally, through either smartphones or other devices, though usage rates vary considerably. Computer ownership also varies, from as little as 3% in Uganda to 78% in Russia.

But accessing the internet no longer requires a fixed line to a computer, and in many nations cell phones are nearly universal, while landlines are almost unheard of. In some countries, such as Chile and China, smartphone usage rates are comparable to that of the United States.

Internet access and smartphone ownership rates in these emerging and developing nations are greatest among the well-educated and the young, i.e. those 18- to 34-year-olds who came of age in an era of massive technological advancement. People who read or speak English are also more likely to access the internet, even when holding constant other key factors, such as age and education. 1 Overall, across the countries surveyed, internet access rates are higher in richer, more developed economies.

Once online, internet users in emerging and developing nations have embraced socializing as their most preferred type of digital activity. Majorities of internet users in all countries surveyed with large enough sample sizes to analyze say they stay in touch with friends and family online. Many also use cyberspace for getting information about politics, health care and government services. Less common are commercial and career activities, such as searching or applying for a job, making or receiving payments, buying products and taking online classes.

Social networkers in these countries share information on popular culture, such as music, movies and sports. To a lesser extent, they share views about commercial products, politics and religion. Regardless of what internet users choose to do online, most in these emerging and developing countries are doing it daily.

These are among the main findings of a Pew Research Center survey conducted among 36,619 people in 32 emerging and developing countries from March 17 to June 5, 2014. All interviews were conducted face-to-face. Comparison figures from the U.S. are from a Pew Research telephone survey conducted April 22 to May 11, 2014, among 1,002 people, unless otherwise noted.

Internet Influence Seen as Positive on Education, Negative on Morality

A clear majority of people in these emerging and developing countries see the internet as a positive influence on education. A median of 64% among the general population (including non-internet users) in the 32 emerging and developing nations surveyed say the internet is a good influence on education. People are also keen on the internet and its influence on personal relationships (53% good influence) and the economy (52%). Few people say that the internet has no influence on these aspects of life.

Publics are less enthused about the internet’s effect on politics. A median of just 36% say it is a positive for their country’s political system, while three-in-ten say it is a bad influence.

Generally, people who have access to the internet are more positive about its societal influence. For example, 65% of internet users in these emerging and developing nations say the increasing use of the internet is a positive for personal relationships, while only 44% of non-internet users agree. Similar gaps appear on the positive influence of the internet on education, the economy and politics.

Highly educated respondents are also more likely to say the internet is a positive influence. Six-in-ten of those with a secondary education or more say the increasing use of the internet is a good influence on personal relationships, compared with 44% among people with less education.

Internet Access Lacking in Many Countries, but More Common in Wealthier Nations

Even as general publics see the influence of the internet increase in their everyday lives, there are still many people without access to the internet in these emerging and developing countries. Across the 32 nations surveyed, a median of 44% use the internet at least occasionally, either through smartphones or other devices. Comparatively, as of early 2014, 87% of adults in the U.S. use the internet, according to Pew Research Center studies .

Access rates vary considerably across the emerging and developing nations surveyed. Two-thirds or more in Chile (76%), Russia (73%) and Venezuela (67%) have access to the internet, as do six-in-ten or more in Poland, China, Lebanon and Argentina. Yet less than half in Vietnam (43%) and the Philippines (42%) have internet access. And in nations that are less economically developed, such as those in sub-Saharan Africa, internet access rates lag even further.

Toward the bottom in terms of access rates are some of the world’s most heavily populated nations in South and Southeast Asia. These include Indonesia, where only 24% of the population has access to the internet, India (20%), Bangladesh (11%) and Pakistan (8%). Combined, these countries account for approximately a quarter of the world’s population.

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For example, 70% of young Vietnamese (18-34 years old) use the internet, while only 21% of those age 35 and older do. And three-quarters of Vietnamese with a secondary education or higher have access to the net, while only two-in-ten with less than a secondary education do. A similar gap appears for Vietnamese who can speak or read at least some English (83%) versus those who cannot (20%).

In addition to these factors, having a higher income, being male and being employed have a significant, positive impact on internet use, though to a lesser degree.

Socializing Most Popular Form of Internet Activity

Along with social networking, an equally popular use of the internet is staying in touch with friends and family. A median of 86% of internet users across the emerging and developing nations surveyed say they have used the internet this way in the past year.

While not as popular as socializing, many internet users also like to access digital information, whether it is political (a median of 54% among internet users), medical (46%) or governmental (42%). Getting online political news is particularly prevalent in Middle Eastern countries, like Tunisia (72%), Lebanon (70%) and Egypt (68%).

Utilizing the internet for career and commerce is a less popular activity. Among internet users, medians of less than four-in-ten say they look and apply for jobs (35%), make or receive payments (22%), buy products (16%) or take online classes (13%).

In certain countries, these professional and commercial online activities are more common. For example, 62% of internet users in Bangladesh and 55% in India say they have used the internet to look for or apply for a job. In China, home to internet commerce giants such as Baidu and Alibaba, 52% of internet users say they have purchased a product online in the last year.

Sharing information about personal views regarding religion and politics and purchases is less common. Less than four-in-ten social networkers in emerging and developing nations say they share views about products (37%), politics (34%) and religion (30%). But there is a range of interest in debating these topics online, from the 8% among social networkers in Russia and Ukraine who discuss religion to the 64% in Jordan who say the same. Similar ranges can be found for sharing views about politics and products on social networks.

Smartphones Have Not Yet Replaced Regular Mobile Phones

In several of the countries surveyed, sizeable percentages access the internet from devices other than a computer in their home. Across the 32 emerging and developing nations, a median of 38% have a working computer in their household. In 10 countries, computer ownership is roughly two-in-ten or less. By contrast, 80% in the U.S. and 78% in Russia have a computer in working order in their house.

But smartphones – and the mobile access to the internet that they make possible in some locations – are not nearly as common as conventional cell phones. A median of only 24% say they own a cell phone that can access the internet and applications (See Appendix B for a full list of devices in each country). In the U.S., 58% owned a smartphone as of early 2014.

These cell phones and smartphones are critical as communication tools in most of the emerging and developing nations, mainly because the infrastructure for landline communications is sparse, and in many instances almost nonexistent. In these emerging and developing nations, only a median of 19% have a working landline telephone in their home. In fact, in many African and Asian countries, landline penetration is in the low single digits. This compares with 60% landline ownership in the U.S.

Cell phones also have the added benefit of being capable of more than just vocal communication. Among cell phone owners across the 32 countries, 76% use text messaging via their phones. This is similar to the 83% of cell owners in the U.S. who text. And an additional 55% of mobile owners in these emerging and developing nations use their phones for taking pictures or video.

• For more on how these demographics influence internet use, see Appendix A. For a list of countries surveyed, including the smartphone devices and social networks specified in our questions in each country, see Appendix B. ↩

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Essay on Uses of Internet for Students and Children

500 words essay on uses of internet.

The Internet has become a sensation nowadays. It is something that humans cannot function without anymore. It has occupied a great part of our lives. We use the internet for almost every little and a big task now. It ranges from searching for a job to listening to music.

The Internet has basically made our lives easier and convenient. The world is at our fingertips now, thanks to the internet. When we see how it has changed the scenario of the modern world, we can’t help but notice its importance. It is used in all spheres of life now.

Internet and Communication

The world has become smaller because of the internet. Now we can communicate with our loved ones oceans away. The days of letter writing are gone where we had to wait for weeks to get a reply. Everything is instant now. Even though telephones allowed us to do that, but the cost was too high. The common man could not afford to call people overseas because of the costs.

However, the internet changed that. Communicating with people both near and far is now easy and affordable. We can send them emails and chat with them through instant messaging apps. We may also video call them using the internet which allows us to see them clearly even though we are miles away.

Furthermore, we can now get instant news updates from all over the world. The moment anything takes place anywhere in the world, we get to know about it. In addition, we are informed about the natural calamities within the correct time. Moreover, we can easily contact our job recruiters using the internet. Job application has been made so much easier through the internet.

Get the huge list of more than 500 Essay Topics and Ideas

Internet and Entertainment

Entertainment and the Internet go hand in hand now. Everything is at your fingertips to enjoy. You can book movie tickets easily on the internet. Gone are the days of waiting in long queues to get the ticket for the latest movie. It can all be done through the comfort of your home. Similarly, you can also book match tickets and concert tickets without going through the hassle of standing in long lines.

In addition, we can now do all our shopping online. You won’t have to go out in the harsh weather to shop for stuff. The Internet allows you to browse through a large assortment of products with all the details given. It ranges from something as small as a mug to a laptop, you can have it all. Furthermore, you may also filter the categories to find exactly what you are looking for within seconds.

Nowadays, web series are quite a hit amongst the youth. They do not watch TV anymore; rather they enjoy the web series. Various platforms have created shows which they release on the internet that has a major fan following. You can get your daily dose of entertainment from the internet now. Whether you want to hear the latest music, you don’t have to spend a hefty amount to buy the CD. You can simply listen to it on the internet.

Thus, we see how the internet has changed and made our lives easy in various ways. We can connect with our loved ones easily and get access to unlimited entertainment instantly.

FAQs on Uses of Internet

Q.1 How does the internet help in communicating?

A.1 We can now communicate with our loved ones using the internet. We can video call them and connect with our relatives living overseas.

Q.2 What does internet offer in terms of entertainment?

A.2 Internet offers us various modes of entertainment. We can watch movies and shows online. We can also book tickets and shop for products online.

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Home — Essay Samples — Information Science and Technology — Internet — Influence of the Internet and Benefits of Reading and Writing Online

Influence of The Internet and Benefits of Reading and Writing Online

• Categories: Impact of Technology Internet

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Published: Apr 8, 2022

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Essay on Internet

• Updated on  
• Oct 1, 2021

With throat-cutting competition, the difficulty level of various competitive exams has increased. Apart from domain-specific knowledge, questions framed in various exams evaluate critical thinking and decision-making ability, reading and writing skills, and  Logical and Analytical Reasoning . It thus has become important to focus on all the components equally. Just like the aforementioned topics, Essay writing is another crucial element of a wide range of entrance tests like IELTS , TOEFL , UPSC exams , etc. The topics for essays can range from Digital India and Economic issues to the role of Education and Women Empowerment . In this blog, we will share some samples of essays on the internet with you!

Uses of Internet Essay

Essay on Advantages and Disadvantages of Internet

Tips to Write an Essay on the Internet 

Here are some of the tips which you can follow in order to write an impressive essay on the internet. 

• Your essay on the internet should be clear and concise with appropriate information. 
• Research meticulously before you start writing an essay on the internet.
• Add both, advantages and disadvantages of using it.  
• Write the content in paragraphs. 
• Avoid the use of jargons and slangs. 
• Keep the tone formal. 
• You can also add statistical data.

The internet is a worldwide network of computer networks that connects millions of people in over 150 countries. Using the internet, you can send emails, chat with people, and obtain information on different variety of subjects. 

Internet can be used for multiple purposes including finding information, communicate with people, shop online, manage your finances, etc.

The first workable prototype of internet came in the late 1960s with creation of ARPANET or the Advanced Research Projects Agency Network. ARPANET used packet switching to allow multiple computers to communicate on a single network.

In order to complete your application process for studying abroad, apart from the basic documents, you also need to submit a personal essay / statement of purpose as it elucidates your motive to take admission in a particular course and university and also shed light on your career goals. It thus needs to be impressive! Take the assistance from the experts at Leverage Edu who will help you write an SOP that will highlight your achievements, purpose and future goals in a very lucid yet impeccable way!

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How the internet can harm us, and what can we do about it?

The internet has received much negative news coverage in recent years.

Written by Gianluca Quaglio,

The internet has received much negative news coverage in recent years. Articles focus on major privacy scandals and security breaches, the proliferation of fake news, rampant harmful behaviours like cyber-bullying, cyber-theft, revenge porn, the exchange of child porn and internet predation, internet addiction, and the negative effects of the internet on social relations and social cohesion. Nevertheless, some 87 % of European households have internet access at home, and 65 % use mobile devices to access the internet. Europeans aged 16 to 24 years spend 168 minutes per day on mobile internet, dropping to 30 minutes for 55 to 64-year olds. Around 88 % of 15 to 24-year olds use social media, 80 % on a daily basis.

While the social and economic benefits of the internet cannot be denied, some of these developments can severely affect such European values as equality, respect for human rights and democracy. Technology companies are under increasing pressure to mitigate these harmful effects, and politicians and opinion leaders are advocating drastic measures.

The recently published STOA study on ‘Harmful internet use’ covers the damage associated with internet use on individuals’ health, wellbeing and functioning, and the impact on social structures and institutions. While the study does not attempt to cover all possible societal harm relating to the internet, Part I focuses on one specific cause of harm, internet addiction, and Part II covers a range of harmful effects on individuals and society that are associated with internet use. The report concludes with policy options for their prevention and mitigation.

Other studies have already extensively discussed some harmful effects, and these are already subject to a history of policy actions. These include harm to privacy, harm related to cybersecurity and cybercrime, and damage resulting from digital divides. In contrast, this study covers the less-studied but equally important harmful effects that concern individuals’ health, wellbeing and functioning, the quality of social structures and institutions, and equality and social inclusion.

Internet addiction and problematic internet use                             

Internet addiction and problematic internet use prevalence rates vary across studies and countries. The noteworthy discrepancy in prevalence estimates has a number of causes, including the different populations studied, as well as the various diagnostic tools and assessment criteria utilised. With this in mind, it appears that roughly 4 % of European adolescents demonstrate a pathological use of the internet that affects their life and health, while 13 % of adolescents engage in maladaptive behaviour when using the internet. Similar numbers are reported for adults.

Part I of the study focuses on generalised internet addiction, online gaming addiction, and online gambling addiction. Clinical presentations, patient profiling, comorbidities, instruments, interventions, and prognoses are different across these three potential addiction disorders. The study states that the individual, cultural and media-use context significantly contributes to the experience and severity of internet addiction.

The study proposes a set of preventive actions, and evidence to support future policies . It states that offering information, screening tools and campaigns to students in secondary schools and at universities regarding internet-use-related addiction problems can help, especially regarding gaming addiction in adolescent populations. This will require allocating research and resources for schools and their staff, and for families, as well as the establishment of working relationships with health professionals and services.

Harmful social and cultural effects associated with internet use

Part II of the study identifies a number of different harmful social and cultural effects associated with internet use. The evidence points to the occurrence of significant damage to both individuals and society. Some of these harmful effects are described briefly below:

Information overload: Having too much information to be able to adequately understand an issue or make effective decisions. Information overload is associated with loss of control, feelings of being overwhelmed, reduced intellectual performance, and diminished job satisfaction. Studies show that information overload affects up to 20-30% of people.

Damage to social relationships: Extensive internet use, of social media in particular, is correlated with loneliness and social isolation. Intimate relationships can be degraded by internet use, particularly due to viewing online pornography. Malicious online behaviour, particularly cyber-bullying, cyber-stalking and online predation, affects a significant percentage of internet users.

Impaired public/private boundaries: The way in which the internet and smartphones blur the distinction between private and public, and between different spheres of life, including work, home life and leisure, harms the boundaries between people’s public and private lives. Harmful effects that can result from such permeations include loss of quality of life, lack of privacy, decreased safety and security, and harm to social relations – when friends and family members feel they are left behind by new technology.

Harmful effects on cognitive development: Empirical evidence suggests that internet use can have both positive and negative impacts on cognitive development, depending on the person and the circumstances. There is evidence that children’s cognitive development can be damaged by prolonged internet use, including the development of memory skills, attention span, abilities for critical reasoning, language acquisition, reading, and learning abilities. More research is however needed to draw more reliable conclusions.

Damage to communities: Many off-line communities suffer through the partial migration of human activities – shopping, commerce, socialising, leisure activities, professional interactions – to the internet. Online communities sometimes extend off-line communities and sometimes replace them. They are often inadequate replacements, however, as they do not possess some of the valuable or the strongest qualities of off-line communities, and communities may consequently suffer from impoverished communication, incivility, and a lack of trust and commitment.

The study identifies a number of broad policy options for preventing and mitigating these harmful effects. They include, among other things:

• promoting technology that better protects social institutions, stimulating or requiring tech companies to introduce products and services that better protect social institutions and internet users;
• education about the internet and its consequences;
• stronger social services support for internet users: this policy option involves strengthening social services dedicated to internet users to prevent or mitigate harmful effects such as internet addition, antisocial online behaviour or information overload;
• incentivising or requiring employers to develop policies that protect workers against harmful effects of work-related internet use, such as information overload and the blurring of lines between public and private life;
• establishing governmental units and multi-stakeholder platforms at EU level,to address the problems of the internet’s harmful social and cultural effects.

Problematic use of the internet (PUI) research network

Finally, in relation to internet-caused damage, it is worth mentioning the recent article published by the European Science-Media Hub (ESMH) on the European Problematic Use of Internet (PUI) research network. The project, funded by the European Commission, gathers over 120 psychologists, psychiatrists and neuroscientists, with the objective of reaching a better definition of diagnostic criteria, the role of genetics and personality traits, and the brain-based mechanisms behind internet related disorders.

Scientific Foresight (STOA)

Identifying data gaps in the textile industry and assessing current initiatives to address them, the role of research and innovation in ensuring a safe and sustainable supply of critical raw materials in the eu , end the cage age – answering citizens’ concerns, european parliament constitutive session – july 2024, how does parliament support ukraine, how has parliament protected workers at risk of poverty, how has parliament ensured eu leadership is in the right hands, regulating social media: what is the european union doing to protect social media users, how has parliament ensured the eu’s long-term budget finances our priorities, how has parliament monitored use of the next generation eu recovery instrument, navigating the future of innovation and education in the water, marine, and maritime sectors, what action has parliament taken against spyware abuse.

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Essay on Conclusion of Internet

Students are often asked to write an essay on Conclusion of Internet in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Conclusion of Internet

The necessity of the internet.

The Internet has become an essential part of our lives. It helps us communicate, learn, work, and entertain ourselves.

Internet’s Impact

The Internet has revolutionized many fields. It has made information easily accessible and has connected the world in an unprecedented way.

Internet’s Challenges

However, the Internet also poses challenges. Cyberbullying, misinformation, and privacy concerns are some issues we face.

In conclusion, the Internet is a powerful tool with both positive and negative aspects. It’s up to us to use it responsibly.

250 Words Essay on Conclusion of Internet

Introduction.

The Internet has revolutionized the world, transforming how we communicate, learn, work, and entertain ourselves. It has broken down barriers, enabling global connectivity and the rapid exchange of information. However, like any revolutionary tool, it carries both benefits and drawbacks.

The Power of Connectivity

The Internet’s greatest strength lies in its ability to connect people, irrespective of geographical distances. It has fostered a global community, where ideas, cultures, and knowledge are shared freely. This connectivity has fueled innovation, enabling the rapid development and dissemination of technologies.

The Dark Side of the Internet

However, the Internet also has a darker side. Cybercrime, misinformation, and privacy breaches have become significant concerns. The Internet’s anonymity can foster harmful behaviors, and its unregulated nature allows for the spread of false information. Moreover, the Internet can be addictive, impacting mental health and social relationships.

Regulation and Responsibility

To mitigate these issues, there is a growing call for regulation and digital literacy. Governments, corporations, and individuals all have roles to play in creating a safer, more ethical online environment. This includes implementing stricter cybersecurity measures, promoting fact-checking, and educating users about responsible Internet use.

In conclusion, the Internet is a powerful tool with immense potential for positive change. However, its misuse poses significant risks. As we continue to navigate the digital age, we must strive to maximize the Internet’s benefits while minimizing its drawbacks. This requires a balance of regulation, education, and individual responsibility. The future of the Internet lies in our hands.

500 Words Essay on Conclusion of Internet

The Internet, since its inception, has transformed the world in ways that were previously unimaginable. It has revolutionized communication, education, business, and entertainment, enabling us to connect with people and information from all over the world in an instant. However, as with any powerful tool, the Internet also comes with its share of challenges.

Internet: A Tool for Global Connectivity

The Internet has made the world a global village. It has removed geographical barriers, allowing us to communicate and collaborate with people from different parts of the world. It has given rise to social networking sites, chat rooms, blogs, and online communities where people can share their thoughts, ideas, and experiences. It has also made it possible for businesses to reach a global audience, opening up new markets and opportunities.

Internet and Education

The Internet has transformed the way we learn and access information. It has made education more accessible and affordable, allowing anyone with an Internet connection to learn from the best institutions and experts in the world. It has also made it possible for us to access vast amounts of information on any topic in an instant, making research and learning more efficient and effective.

Internet and Entertainment

The Internet has revolutionized entertainment, giving us access to a vast array of content from all over the world. It has given rise to streaming platforms, online gaming, and social media, providing us with endless sources of entertainment. It has also made it possible for artists and creators to reach a global audience, democratizing the entertainment industry.

Challenges of the Internet

In conclusion, the Internet is a powerful tool that has transformed our world. It has made us more connected, made education more accessible, and revolutionized entertainment. However, it also comes with its share of challenges, from cybercrime and privacy concerns to the digital divide. As we continue to navigate the digital age, it is crucial that we address these challenges and ensure that the Internet remains a tool for positive change. It is our responsibility as digital citizens to use the Internet responsibly, to protect our privacy, to combat misinformation, and to work towards bridging the digital divide. The Internet is not just a tool, it is a reflection of our society, and it is up to us to shape it in a way that reflects our values and aspirations.

That’s it! I hope the essay helped you.

Happy studying!

इंटरनेट एक शक्तिशाली उन्नयन है, जिसने हमारी दुनिया को बदल दिया है। इसने हमारी शिक्षा को और सुलभ बना दिया और मनोरंजन में क्रांति ला दी।हलांकि, ये साइबर अपराध और डिजिटल विभाजन तक की चुनौतियाँ के साथ भी आता है। अगर हम इसका ठीक ठाक उपाय करें तो यह हमारा सही काम आएगा।

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Information: the Seed of Responsible Consumption (RC)

Teleworking, video conferences and plato’s cave, openmind books, scientific anniversaries, the eternal sound: from the phonograph to holophony, featured author, latest book, the internet and education, 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.

That said, the educational impact of the Internet is not straightforward. At a rudimentary level, it is important to remember that well over half the world’s population has no direct experience of using  the Internet  at all. While this is likely to change with the global expansion of mobile telephony, the issue of unequal access to the most enabling and empowering forms of Internet use remains a major concern. Moreover—as the continued dominance of  traditional  forms of classroom instruction and paper-and-pencil examinations suggest—the educational changes being experienced in the Internet age are complex and often compromised. In addressing the topic of “the Internet and education” we therefore need to proceed with caution. As such, this chapter will consider the following questions:

• What are the potential implications of the Internet for education and learning?
• What dominant forms of Internet-based education have emerged over the past 20 years?
• How does the educational potential of the Internet relate to the realities of its use?
• Most importantly, how should we understand the potential gains and losses of what is being advanced?

The Internet as an Educational Tool

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  fairer educational 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.

Thirdly, the capacity of the Internet to support a mass  connectivity  between people and information is felt to have radically altered the relationship between individuals and knowledge. It is sometimes argued that the Internet supports forms of knowledge creation and knowledge consumption that differ greatly from the epistemological presumptions of formal schooling and mass instruction. The networked relationships that Internet users have with online information have prompted wholesale reassessments of the nature of learning. Some educationalists are now beginning to advance ideas of  fluid intelligence  and  connectivism —reflecting the belief that learning via the Internet is contingent on the ability to access and use distributed information on a  just-in-time  basis. From this perspective,  learning  is understood as the ability to connect to specialized information nodes and sources as and when required. Thus being  knowledgeable  relates to the ability to nurture and maintain these connections (see Chatti, Jarke, and Quix 2010). As George Siemens (2004) puts it, learning can therefore be conceived in terms of the “capacity to know more” via the Internet rather than relating to the individual accumulation of prior knowledge in terms of “what is currently known.”

Fourthly, the Internet is seen to have dramatically  personalized  the ways in which people learn—thereby making education a far more individually determined process than was previously the case. The Internet is associated with an enhanced social autonomy and control, offering individuals increased choice over the nature and form of what they learn, as well as where, when, and how they learn it. Education is therefore a wholly controllable aspect of one’s personal life, with the Internet facilitating a  digital juggling  of educational engagement alongside daily activities and other commitments (Subrahmanyam and Šmahel 2011). Indeed, Internet users are often celebrated as benefiting from an enhanced capacity to self-organize and  curate  educational engagement for themselves, rather than relying on the norms and expectations of an education  system .

The Educational Implications of the Internet

All these various shifts and realignments clearly constitute a fundamental challenge to the  traditional  forms of educational provision and practice that were established throughout the nineteenth and twentieth centuries, especially institutionalized modes of  formal  schooling and university education. For many commentators, therefore, the Internet contradicts the monopoly of state education systems and the vested interests of the professions that work within them. In all of the ways just outlined, the Internet would certainly seem to test established educational boundaries between  ex perts  and  novices , the production and consumption of knowledge, as well as the timing and location of learning. In terms of how education is provided, the Internet is associated with a range of radically different learning practices and altered social relations.

The Internet has certainly prompted ongoing debate and concern within the educational community. On one hand, many educationalists are busying themselves with rethinking and reimagining the notion of  the school  and  the university  in ways that respond to the demands of the Internet age. There have been various proposals over the past decade for the development of educational institutions that are better aligned with the characteristics of Internet-adept learners and online knowledge. As Collins and Halverson (2009, 129) put it, the task of reinventing schools and universities for the Internet age involves not only “rethinking what is important to learn” but also “rethinking learning.” This has seen modes of schooling being developed that are built around the communal creation (rather than individual consumption) of knowledge, in an attempt to imbue learning with a sense of play, expression, reflection, and exploration. The past ten years has seen a rash of ideas from enthusiastic educators proposing the development of new pedagogies and curricula built around social interaction, exploration,  gaming , and  making . All of these proposals for  school 2.0  reflect what Whitby (2013, 9–11) describes as  new models  of education provision based around “openness to learning and masterful tech-savvy.”

However, in contrast to these  re-schooling  proposals has been a countermovement to align the Internet with more radical forms of educational deinstitutionalization. These  de-schooling  arguments have proven popular with groups outside of the traditional  education establishment , framing the Internet as capable of usurping the need for educational institutions altogether. Key concepts here include self-determination, self-organization, self-regulation, and (in a neat twist on the notion of  do-it-yourself ) the idea of  do-it-ourselves . All these ideas align the Internet with a general rejection of institutionalized education—especially what has long been critiqued as the obsolete  banking model  of accumulating  knowledge content . Instead, Internet-based education is conceived along lines of open discussion, open debate, radical questioning, continuous experimentation, and the sharing of knowledge.

As with other aspects of digital activity, education is therefore imagined as something that is now open to reprogramming, modification, and hacking to better suit one’s individual needs.

As Dale Stephens (2013, 9) reasons:

The systems and institutions that we see around us—of schools, college, and work—are being systematically dismantled…. If you want to learn the skills required to navigate the world—the hustle, networking, and creativity—you’re going to have to hack your own education.

These are all highly contestable but highly seductive propositions. Indeed, whether one agrees with them or not, these arguments all highlight the fundamental challenge of the Internet to what was experienced throughout the past one hundred years or so as the dominant mode of education. It is therefore understandable that the Internet is now being discussed in terms of inevitable educational change, transformation, and the general  disruption  of twentieth-century models of education provision and practice. As the noted technology commentator Jeff Jarvis (2009, 210) concluded in an acclaimed overview of the Internet’s societal significance, “education is one of the institutions most deserving of disruption—and with the greatest opportunities to come of it.” Bold statements such as these are now being made with sufficient frequency and conviction that talk of an impending  digital disruption  of education is now rarely contested. Many people, therefore, see the prospect of the Internet completely reinventing education not as a matter of  if , but as a matter of  when .

Prominent Forms of Internet-Based Education

In the face of such forceful predictions of what  will  happen, it is perhaps sensible to take a step back and consider the realities of what has already happened with the Internet and education. As was suggested at the beginning of this chapter, amidst these grand claims of transformation and disruption, it is important to ask how the educational potential of the Internet is  actually  being realized in practice. In this sense, we should acknowledge that the Internet has been long used for educational purposes, and a number of prominent models of Internet-based education have emerged over the past 20 years. Perhaps the most established of these are various forms of what has come to be known as  e-learning —ranging from online courses through to virtual classrooms and even virtual schools. Many early forms of e-learning involved the predominantly one-way delivery of learning content, thereby replicating traditional  correspondence  forms of distance education. These programs (which continue to the present day) tend to rely on online content management systems, albeit supported by some form of interactivity in the form of e-mail, bulletin boards, and other communications systems. Alongside these forms of content delivery is the continued development of so-called virtual classrooms—usually spatial representations of classrooms or lecture theaters that can be  inhabited  by learners and teachers. Often these virtual spaces are designed to support synchronous forms of  live  instruction and feedback, with learners able to listen to lectures and view videos and visual presentations while also interacting with other learners via text and voice. Other asynchronous forms of virtual classroom exist in the form of digital spaces where resources can be accessed and shared—such as audio recordings and text transcripts of lectures, supplementary readings, and discussion forums. These forms of e-learning have continued to be developed since the 1990s, with entire  cyber schools  and online universities now well-established features of educational systems around the world.

While these examples of  e-learning  tend to replicate the basic structure and procedures of  bricks-and-mortar  schools and universities, a variety of other models of Internet-supported education have emerged over the past 20 years. One of the most familiar forms of Internet-based education is the collective  open  creation of information and knowledge, as exemplified by the online encyclopedia Wikipedia. Despite ongoing debates over its accuracy and coverage, the educational significance of Wikipedia is considerable. As well as being a vast information resource, the ability of users to contribute and refine content is seen to make  wiki  tools such as Wikipedia a significant educational tool. The belief now persists amongst many educators that mass user-driven applications such as Wikipedia allow individuals to engage in learning activities that are more personally meaningful and more publically significant than was ever possible before. As John Willinsky (2009, xiii) reasons:

Today a student who makes the slightest correction to a Wikipedia article is contributing more to the state of public knowledge, in a matter of minutes, than I was able to do over the course of my entire grade school education, such as it was.

These characteristics of wiki tools correspond with the wider  Open Educational Resource  movement which is concerned with making professionally developed educational materials available online for no cost. In this manner, it is reckoned that content from almost 80 percent of courses at the Massachusetts Institute of Technology are available on this free-to-use basis. Similar commitments can be found in institutions ranging from world-class universities such as Yale and Oxford to local community colleges. In all these cases, course materials such as seminar notes, podcasts, and videos of lectures are shared online with a worldwide population of learners, most of whom could otherwise not attend. Crucially (as with Wikipedia), the emphasis of Open Educational Resources is not merely permitting individuals to use provided materials, but encouraging the alteration and amendment of these resources as required. For example, the UK Open University’s extensive OpenLearn project provides free online access to all of the institution’s curriculum materials with an invitation for individual users to adapt these resources as they wish.

Other forms of online content sharing involve the open distribution of educational content that has been created by individuals as well as institutions. For example, the YouTube EDU service offers access to millions of educational videos produced by individual educators and learners. Similarly, Apple Computers’ collection of educational media—the so-called iTunes U—is designed to allow learners to circumvent traditional educational lectures and classes in favor of on-demand free mobile learning (Çelik, Toptaş, and Karaca 2012). Describing itself as “possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners,” iTunes U offers free access to hundreds of thousands of educational audio and video podcast files. Most recently, there has been considerable praise for the Khan Academy’s online provision of thousands of bespoke educational videos alongside interactive quizzes and assessments covering a range of subject areas and topics. The aim of Khan Academy is to support individuals to learn at their own pace and to revisit learning content on a repeated basis. This so-called flipped classroom model is intended to allow individuals to engage with instructional elements of learning  before  entering a formal classroom. Face-to-face classroom time can be then be devoted to the practical application of the knowledge through problem solving, discovery work, project-based learning, and experiments (Khan 2012).

Another notable  open  example of Internet-based education has been the development of  MOOCs  (Massively Open Online Courses) over the past five years or so. Now, most notably through successful large-scale ventures such as Coursera and Ed-X, MOOCs involve the online delivery of courses on a free-at-the-point-of-contact basis to mass audiences. At its heart, the MOOC model is based on the idea of individuals being encouraged to learn through their own choice of online tools—what has been termed  personal learning networks —the collective results of which can be aggregated by the course coordinators and shared with other learners. This focus on individually directed discovery learning has proved especially appropriate to college-level education. Now it is possible for individuals of all ages to participate in mass online courses run by professors from the likes of Stanford, MIT, and Harvard universities in subjects ranging from a Yale elective in Roman architecture to a Harvard course in the fundamentals of neuroscience.

Another radical application of the Internet to support self-directed, non-institutional learning are initiatives such as the  hole-in-the-wall  and  School in the Cloud initiatives. These programs are built around an ethos of  minimally invasive education  where children and young people can access digital technology at any time, and teach themselves how to use computers and the Internet on an individually paced basis. The guiding ethos for the original hole-in-the-wall program was to locate Internet access in what Arora (2010, 691) characterizes as “out-of-the-way, out-of-the-mind locations” rather than in formal settings such as schools or universities. Indeed, the program’s credo of minimally invasive education is an avowedly non-institutionalized one, with children expected to engage with the Internet as an educative tool “free of charge and free of any supervision” (Mitra 2010). This approach is seen to be especially applicable to locations such as slum communities in India and Cambodia where Internet access is otherwise lacking. The recent elaboration of the initiative into the School in the Cloud marks an attempt to use online communication tools to allow older community members in high-income countries to act as mentors and  friendly but knowledgeable  mediators to young autonomous learners in lower-income communities. The provision of such access and support is therefore seen to underpin what the project team term “self-organized learning environments” and “self-activated learning”—thus providing an alternative “for those denied formal schooling” in low-income countries (Arora 2010, 700).

These programs, projects, and initiatives are indicative of the variety of ways in which education and the Internet have coalesced over the past 20 years. Yet perhaps the most significant forms of Internet-based education are the completely  informal  instances of learning that occur in the course of everyday Internet use. In this sense the Internet’s implicit support of various forms of  informal learning  could be seen as its most substantial educational impact (see Ünlüsoy et al. 2014). As the cultural anthropologist Mimi Ito has described, there are various different genres of everyday Internet-based practice that can be said to involve elements of learning (see Ito et al. 2009). At a basic level is the popular practice of using the Internet to simply  hang out  with others. Often these forms of  hanging out  can spill over into more focused instances of what Ito terms  messing around —i.e., activities that are interest-driven and more centered on peer sociability, often involving fortuitous searching, experimentation, and playing with resources. This messing around can then sometimes lead to the more intense commitment of what Ito has described as geeking out . These are bouts of concentrated and intense participation within defined communities of like-minded and similarly interested individuals driven by common and often specialized interests. In supporting all these forms of  learning , everyday use of the Internet can be seen as an inherently educational activity.

The Reality of the Internet and Education

These examples—and many more like them—are now seen as proof of the Internet’s growing contribution to what it means to learn and be educated in the twenty-first century. Undoubtedly, developments such as MOOCs, flipped classrooms, and self-organized learning could well turn out to be educational  game changers (Oblinger 2012). Yet the history of educational technology over the past one hundred years or so warns us that change is rarely as instantaneous  or  as totalizing as many people would like to believe. Indeed, the history of  modern  educational technologies (starting with Thomas Edison’s championing of educational filmstrips in the 1910s) has usually been characterized by sets of complex mutually shaping relationships between education and technology (see Cuban 1986). In other words,  new technologies rarely—if ever—have a direct one-way  impact  or predictable  effect  on education. Rather, established cultures and traditions of education also have a profound reciprocal influence on technologies. As the historian Larry Cuban (1993, 185) observed succinctly of the remarkable resilience of schools to the waves of successive technological developments throughout the 1980s and 1990s, “computer meets classroom—classroom wins.” In asking how the Internet is shaping education in the 2010s, we therefore need to also ask the corresponding question of how education is shaping the Internet.

From this perspective, it is not surprising to see the most successful forms of Internet-based education and  e-learning  being those that reflect and even replicate  pre-Internet  forms of education such as classrooms, lectures, and books. It is also not surprising to see the long-established  grammar  of formal education and educational institutions having a strong bearing on emerging forms of Internet-based education (Tyack and Cuban 1995). Take, for instance, the persistence of familiar practices such as dividing knowledge into distinct subject areas, using graded individual assessments, or relying on  expert  teachers. While understandable, these continuities certainly belie claims of radical transformation and disruption of the educational status quo. Thus in contrast to the revolutionary zeal of some commentators, it could be observed that the Internet is having most  impact  on education where it is  not  causing radically new patterns of participation or practice. For instance, rather than extending educational opportunities to those who previously were excluded, the recent rise of the MOOC in countries such as the U.S. and UK appears primarily to be supporting well-resourced, highly motivated, and already well-educated individuals to engage in more education (thereby replicating a trend referred to by some social commentators as the  Matthew Effect ). This is not to say that MOOCs are an insignificant form of education—however, it does suggest that their main  impact  is that of increasing rather than widening educational participation. Indeed, this view does imply that some of the more  radical  claims of social transformation and change that surround MOOCs (and other forms of Internet-based education) require careful consideration.

This leaves any attempts to predict the likely influence of the Internet on future forms of education on uncertain ground. Of course, it is unwise to adapt an overtly cynical view that there is nothing  new  about Internet-based education at all—i.e., that the educational effects of the Internet are simply a case of  old wine in new bottles . Yet it is equally unwise to presume that any of the examples given so far in the chapter necessarily herald a fundamental shift in education. The Internet is certainly associated with educational changes—yet these changes are complex, contradictory, convoluted and decidedly  messy .

In this respect, perhaps the most significant issues that need to be considered about the Internet and education are sociological, rather than technical, in nature.

In this sense, the Internet prompts a range of ideological questions (rather than purely technical answers) about the nature of education in the near future. Thus, as this chapter draws to a close we should move away from the optimistic speculation that pervades most educational discussions of the Internet. Instead, there are a number of important but less often acknowledged social, cultural, and political implications that also merit attention:

1.The Internet and the increased individualization of education

First, then, is the way in which Internet-based education promotes an implicit individualization of practice and action. The Internet is celebrated by many educationalists as increasing the responsibility of individuals in terms of making choices with regards to education, as well as dealing with the consequences of their choice. All the forms of Internet education outlined in this chapter demand increased levels of self-dependence on the part of the individual, with educational success dependent primarily on the individual’s ability to self-direct their ongoing engagement with learning through various preferred means. Of course, this is usually assumed to work in favor of the individual and to the detriment of formal institutions. Yet the idea of the self-responsibilized, self-determining learner is based upon an unrealistic assumption that all individuals have a capacity to act in an agentic, empowered fashion throughout the course of their day-to-day lives. In Bauman’s (2001) terms, the successful online learner is someone able to act as an empowered individual  de facto  rather than an individual  de jure  (i.e., someone who simply has individualism  done to  them). Of course, only a privileged minority of people are able to act in a largely empowered fashion. As such this individualization of action leads to education becoming an area of increased risk as well as opportunity.

These issues raise a number of important questions. For instance, just how equal are individuals in being able to make the educational  choices  that the Internet actually offers? How are the apparent educational freedoms of the Internet resulting in enhanced  unfreedoms  (such as the intensification and extension of educational  work  into domestic settings)? To what extent are  personalized  forms of Internet education simply facilitating the  mass customization  of homogenous educational services and content? What is the nature of the collective forms of Internet-based education? How do  communities  of learners established through the Internet differ in terms of social diversity, obligation, or solidarity? Is the Internet undermining or even eroding notions of education as a public good?

2. The Internet and the growth of data-driven education

Another significant issue related to the increased educational significance of the Internet is the ways in which online data and information are now defining, as well as describing, social life. The Internet has certainly extended the significance of databases, data mining, analytics, and algorithms, with organizations and institutions functioning increasingly through the ongoing collection, aggregation, and (re)analysis of data. Crucially, the Internet allows this  data work  to take place on a mass, aggregated scale. We are now seen to be living in an era of  Big Data  where computerized systems are making available “massive quantities of information produced by and about people, things, and their interactions” (Boyd and Crawford 2012, 662).

The collection and analysis of online data is now a key aspect of how actions are structured and decisions are made in many areas of education. Now, for example, masses of online data are being generated, collected, and collated as a result of the Internet-based activities that take place within educational institutions—ranging from  in-house  monitoring of system conditions to the  public  collection of data at local, state, and federal levels. These data are used for a variety of purposes—including internal course administration, target setting, performance management, and student tracking. Similar processes and practices exist in terms of use of data  across  educational systems—from student databases to performance  league tables . There are, of course, many potential advantages to the heightened significance of online data. There has been much recent enthusiasm for the potential of  learning analytics —i.e., “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens et al. 2011, 4). Similarly, there is growing discussion of  educational data mining  and  academic analytics . All of these uses of digital data are seen to lead to more efficient and transparent educational processes, as well as supporting individuals to self-monitor and  self-diagnose  their learning (Eynon 2013).

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? To what extent are individuals’ educational engagements now being determined by  data profiles ? How are these online data being used in forms of  predictive surveillance  where educators and educational institutions use data relating to past performance and behavior to inform expectations of future behaviors? What aspects of educational engagement are  not  represented in the online data being collected and analyzed?

3. The Internet and the increased commercialization and privatization of education

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. For example, it is estimated that the global education/technology market is worth upwards of $7 trillion, with burgeoning levels of private capital investment in online education. 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. Clearly Internet-based education marks a distinct move away from a  planned economy  model where education provision is largely the preserve of state-run, public-sector institutions (see Picciano and Spring 2013).

Of course, the increased involvement of commercial interests in online education could be seen to have many potential benefits. The private sector is able to focus considerable technological resources and expertise on educational issues. It is often assumed that commercially provided education is more responsive to the demands of its  customers —be it the immediate preferences of learners or the longer-term workforce requirements of business and industry. Moreover, as Chubb and Moe (2012) reason, improvement can arise from market competition between private and public education providers: “in time, [for-profit institutions] may do amazing things with computerized instruction—imagine equivalents of Apple or Microsoft, with the right incentives to work in higher education—and they may give elite nonprofits some healthy competition in providing innovative, high-quality content.” Indeed, the appeal of many of the forms of Internet-based education described in this chapter is predicated upon bringing the innovation of the private sector to bear on the inefficiencies of public education. As Sebastian Thrun (the computer scientist credited with the popularization of the MOOC concept) argued recently: “Education is broken. Face it. It is so broken at so many ends, it requires a little bit of Silicon Valley magic” (Wolfson 2013).

Yet the possibilities for commercial innovation and  magic  notwithstanding, there are a number of reasons to challenge the growing influence of private interests in shaping education agendas in these ways. 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? Given that education is an integral element in determining the life chances of the most vulnerable members of society, how appropriate is a Silicon Valley, venture-capitalist mindset of high-risk  start-ups  with expected high rates of failure? 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?

4. The Internet and the changing values of education

Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education. For example, many of the forms of online education discussed in this chapter imply an increased expansion of education into unfamiliar areas of society and social life—leading to an  always-on  state of potential educational engagement. Indeed, the  anytime, anyplace  nature of online education clearly involves the expansion of education and learning into domestic, work, and community settings where education and learning might previously have not been prominent. There are clear parallels here with what Basil Bernstein (2001) identified as the “total pedagogization of society”—i.e., a modern society that ensures that pedagogy is integrated into all possible spheres of life. 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? 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 in contrast to allowing individuals to learn harmoniously alongside others, the Internet could be seen as placing individuals in “personal formative cycles, occupied in unison within individual feedback-action loops. They learn to become industrious self-improvers, accepting and implementing external goals” (Allen 2011, 378). 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. Continuing this line of thinking, the partial, segmented, task-orientated, fragmented, and discontinuous nature of online education could perhaps even be seen as a form of  spiritual alienation —i.e., alienation at the level of meaning, where  conditions of good work  become detached from the  conditions of good character  (Sennett 2012).

All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement. 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. These points were explored in Jonathan Wolff’s (2013) recent reflections on what might be lost when a lecture takes place online as opposed to in a face-to-face lecture theater. While these diminishments are often difficult to pinpoint, Wolff suggested qualities such as the immediacy, the serendipity, and the  real-ness of the live experience  of learning alongside other people. 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.

Conclusions

Whether one agrees with any of these latter arguments or not, it is clear that the topic of “the Internet and education” needs to be approached in a circumspect manner. 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. This is not to say that we should adopt a wholly antagonistic  or  wholly pessimistic stance. Indeed, many of the  issues  just outlined should not be assumed automatically to be cause for concern. 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.

Yet while it may well be that the Internet is helping  some  individuals to engage with education in more convenient, engaging, and useful ways, we would do well to acknowledge that this is unlikely to be the case for all. Any Internet-led changes in education are accompanied by a variety of unintended consequences,  second-order effects , and unforeseen implications. 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. In particular, any discussion of the educational  potential  of the Internet needs to remain mindful of the limited usefulness of a  technical-fix  approach to understanding contemporary education. The Internet should not be seen as a ready  solution  to apparent inefficiencies of  twentieth-century  education institutions or practices—it will not lead automatically to more engaged or motivated learners, more highly skilled workforces, or rising levels of national intelligence and innovation. Instead, it is likely that many of the  problems  of contemporary education are primarily social and cultural in nature, and therefore require social and cultural responses.

As such, while there is plenty of scope for the increased use of the Internet within education, any claims for  change  and  improvement  should be seen as contentious and debatable matters, rather than inevitable trends that educators have no choice but to adapt to. 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. As such, the role of the Internet in improving ,  transforming ,  or even disrupting  education is a deeply complex and ideologically loaded matter that goes well beyond technical issues of how to personalize the delivery of educational content, or support the production and consumption of online content. The future of education may well involve increased use of the Internet—but will not be determined by it.

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• Advantages And Disadvantages Of Internet Essay

Advantages and Disadvantages of Internet Essay

500+ words advantages and disadvantages of internet essay.

The internet plays a significant role in the lives of people today. It is a valuable source of information that helps people share information and communicate with anyone sitting in any corner of the country with an internet connection. But, with many advantages, there are also disadvantages to the internet. With the help of ‘Advantages and Disadvantages of the Internet’ essay, we will throw light on both these aspects. We have also compiled a list of CBSE Essays for students to boost their essay-writing skills. It contains sample essays on several topics, which will give ideas to students and help them write effective essays.

Advantages of the Internet

The role of the internet in the modern world cannot be understated. Nowadays, every person uses the internet to do their daily tasks. People in different fields like offices, schools, colleges, hospitals etc., use their electronic devices like laptops, computers, tablets, cell phones etc., to make their work simple and fast. The internet has also made access to information easier. We can learn about the whole universe with just a single click by using the internet. We can easily communicate and share information with other people around the world with the help of email, instant messaging, video calls etc.

The internet delivers a wide variety of advantages. It not only enables people to share information but also serves as a place to store information and media digitally. This feature has benefitted the fields of education and research the most. We have seen a boom in the e-commerce business as they have used the internet and provided a seamless experience of buying and selling products online. It has created a large market for online retailers and integrated different business fields. Due to this facility, people can now purchase almost everything they need and get it delivered right to their doorstep in a few days. Many services are now provided on the internet, such as online booking, banking, hotel reservations etc.

The internet has made everything a lot more accessible and quick. Most organisations around the world advertise their vacancies on the internet. So, people can search for different types of jobs around the world. The internet provides different types of entertainment to people; be it music, movies, theatre, entertainment, live matches, or live broadcasts. It also helps students to continue their learning through online education.

It is difficult to name all of the benefits and advantages of the internet. This is because the internet has become so entangled and integrated into our daily lives that it has an influence on everything we experience around us.

Disadvantages of the Internet

Although the internet has many advantages, it also has some disadvantages. In the next section of the advantages and disadvantages of the internet essay, let us discuss the disadvantages and the possible risks associated with the modern-day applications of the internet.

While the internet provides us with all tools, products and services we need right at our doorstep, at the same time, it isolates us from the world outside. As we get more accustomed to ordering everything online, be it clothes, food, drinks, grocery, commodities, or even paying bills, getting out of the house has become less frequent. This has caused health issues and various mental health issues such as social anxiety, insomnia and even depression. Teenagers and kids are the most influenced by the internet as they are the generation which has seen the immense use of the internet. They are moulded to a life dependent on the internet. This hinders their learning capabilities and real-life problem-solving skills because they are accustomed to using their mobile for every task.

Today, the internet is the most popular source of viruses in electronic gadgets. As we perform various activities on the internet, we are exposing ourselves to various threats such as malicious software and viruses. Due to these viruses, confidential data may be accessed by unauthorised people or hackers. Some websites contain immoral materials in the form of text, pictures or movies. These websites damage the character of the new generation, especially kids and teenagers. A lot of time is wasted collecting information on the internet. Many people become addicted to spending time on the internet, like chatting with friends or playing games. A lot of information about a particular topic is stored on websites. Some information may be incorrect or not authentic. So, it becomes difficult to select the correct information.

From the information covered in this advantages and disadvantages essay, it can be said that the benefits of the internet outweigh the disadvantages and threats it brings. The responsibility to be safe falls on the users themselves. One needs to stay vigilant and perform regular security checks on their network and computing devices to ensure they are secure from any online attacks. Provided that all government regulations for safe internet browsing are followed and appropriate measures are taken.

Students must have found the ‘Advantages and Disadvantages of Internet’ essay useful for improving their essay writing skills. Visit BYJU’S website to get the latest updates and study materials for CBSE/ICSE/State Board/Competitive Exams.

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Opinion Guest Essay

Hillary Clinton: How Kamala Harris Can Win and Make History

Credit... Andrew Harnik/Getty Images

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By Hillary Rodham Clinton

Mrs. Clinton was the Democratic nominee for president in 2016.

• July 23, 2024

History has its eye on us. President Biden’s decision to end his campaign was as pure an act of patriotism as I have seen in my lifetime. It should also be a call to action to the rest of us to continue his fight for the soul of our nation. The next 15 weeks will be like nothing this country has ever experienced politically, but have no doubt: This is a race Democrats can and must win.

Mr. Biden has done a hard and rare thing. Serving as president was a lifelong dream. And when he finally got there, he was exceptionally good at it. To give that up, to accept that finishing the job meant passing the baton, took real moral clarity. The country mattered more. As one who shared that dream and has had to make peace with letting it go, I know this wasn’t easy. But it was the right thing to do.

Elections are about the future. That’s why I am excited about Vice President Kamala Harris. She represents a fresh start for American politics. She can offer a hopeful, unifying vision. She is talented, experienced and ready to be president. And I know she can defeat Donald Trump.

There is now an even sharper, clearer choice in this election. On one side is a convicted criminal who cares only about himself and is trying to turn back the clock on our rights and our country. On the other is a savvy former prosecutor and successful vice president who embodies our faith that America’s best days are still ahead. It’s old grievances versus new solutions.

Ms. Harris’s record and character will be distorted and disparaged by a flood of disinformation and the kind of ugly prejudice we’re already hearing from MAGA mouthpieces. She and the campaign will have to cut through the noise, and all of us as voters must be thoughtful about what we read, believe and share.

I know a thing or two about how hard it can be for strong women candidates to fight through the sexism and double standards of American politics. I’ve been called a witch, a “nasty woman” and much worse. I was even burned in effigy. As a candidate, I sometimes shied away from talking about making history. I wasn’t sure voters were ready for that. And I wasn’t running to break a barrier; I was running because I thought I was the most qualified to do the job. While it still pains me that I couldn’t break that highest, hardest glass ceiling, I’m proud that my two presidential campaigns made it seem normal to have a woman at the top of the ticket.

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The influence of β-carotene and its liposomal form on the expression of emt markers and androgen-dependent pathways in different prostate cell lines.

1. Introduction

2. materials and methods, 2.1. cell culture and treatment, 2.2. preparation of lp-bcs, 2.3. analysis of purity and stability of bc, 2.4. cytotoxicity assay, 2.5. preparation of cell culture media supplemented with bc, 2.6. cellular uptake of bc measured with hplc, 2.7. proliferation assay, 2.8. wound healing assay and migration assay, 2.9. rna extraction and reverse transcription, 2.11. gene expression analysis, 2.12. western blot analysis, 2.13. statistical analysis, 3.1. cytotoxicity, 3.2. proliferation of cells, 3.3. wound healing/migration assay and zymography, 3.4. western blot analysis, 3.4.1. incubation with empty lps, 3.4.2. incubation with lp-bcs, 3.4.3. incubation with bc, 3.5. rt-qpcr, 3.5.1. influence of incubation with empty lps, 3.5.2. incubation with lp-bcs, 3.5.3. incubation with bc, 4. discussion, 5. conclusions, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Dulińska-Litewka, J.; Dykas, K.; Boznański, S.; Hałubiec, P.; Kaczor-Kamińska, M.; Zagajewski, J.; Bohn, T.; Wątor, G. The Influence of β-Carotene and Its Liposomal Form on the Expression of EMT Markers and Androgen-Dependent Pathways in Different Prostate Cell Lines. Antioxidants 2024 , 13 , 902. https://doi.org/10.3390/antiox13080902

Dulińska-Litewka J, Dykas K, Boznański S, Hałubiec P, Kaczor-Kamińska M, Zagajewski J, Bohn T, Wątor G. The Influence of β-Carotene and Its Liposomal Form on the Expression of EMT Markers and Androgen-Dependent Pathways in Different Prostate Cell Lines. Antioxidants . 2024; 13(8):902. https://doi.org/10.3390/antiox13080902

Dulińska-Litewka, Joanna, Kacper Dykas, Stanisław Boznański, Przemysław Hałubiec, Marta Kaczor-Kamińska, Jacek Zagajewski, Torsten Bohn, and Gracjan Wątor. 2024. "The Influence of β-Carotene and Its Liposomal Form on the Expression of EMT Markers and Androgen-Dependent Pathways in Different Prostate Cell Lines" Antioxidants 13, no. 8: 902. https://doi.org/10.3390/antiox13080902

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