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.
Nikolai Bogdanov Belsky
Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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