Linder (2004) conducted a study with the purpose of coming up with processes and strategies which instructors who operate in situations where internet access and computer laboratories do not exist. According to Linder (2004), learners can access internet via computers outside the classroom setting such as school-based computer laboratories, libraries or from home. The author of this study identified that use of internet by teachers when instructing their students is more beneficial than use of conventional instructional techniques. In addition, Linder (2004) identified that access of internet from outside school may help teachers who operate within less than ideal situations.
Rekrut (1999) sought to understand whether or not the internet is a valuable tool for high school students to gather reliable information. Various experiments were conducted in controlled settings. Students recorded information and cited reliable sources that were used. Use of e-mail as an internet resources helped students to learn language and use new vocabulary and grammar in real life situations. Most students were poor in citing verifiable sources from the internet and there was tendency to browse useless and inappropriate sites. The virtual world of internet overwhelmed students and they forgot to experience languages and culture in real life experiences. Rekrut (1999) identified the internet as a useful resource if students have access verifiable and double-checked information and students can experience different cultures through the internet.
Green and O’Brien (2002) intended to find out whether the integration of internet in the education system, especially in classrooms, leads into an enhanced constructivist instructional model by teachers. The researchers also sought to investigate additional aspects of classroom culture that are affected by the integration of internet, more so when learners use the internet to look up information needed for their classroom work and assignments. Five firth grade learners from two institutions in New York City which had internet and necessary support were recruited. Interviews conducted with teachers and administrators from the two schools concluded that the use of internet in classrooms improved academic performance of learners. Green and O’Brien (2002) therefore recommended that learners should be equipped with internet skills to enhance competence in their careers.
The purpose of the study conducted by Slowinski (1999) was to examine internet usage and its effects in Slovakia, Estonia, Hungary, Lithuania, and Latvia in the mid-1990s. Implementing internet usage in the education system of these countries was rewarding educationally and financially making the countries become for-runners in neutral Europe for technology. The programs experienced problems in that there were not enough computers for each student. Slowinski (1999) finally emphasized that Central and Eastern Europe needed to implement internet usage in the education system in order to reap the rewards.
A duplication of a 1999 study was conducted by VanFossen and Waterson (2008) to investigate the use of internet by social studies instructors in their classrooms. This study intended to gauge whether there were any changes that had taken place in the intervening years. 236 secondary school teachers were randomly selected from both private and public institutions. Data collected using questionnaires indicated that changes had taken place within the six years with barriers of internet connectivity, skills and accessibility having improved in the current study. Just like in the 1999 survey, 70% of the participants expressed desire to utilize internet more frequently. Most teachers still utilized the internet to collect data and information for their classes.
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