Using Internet in Teaching
Marshall (2002: 3) The arrival of the Internet in
the 1990s added fuel to the push for teachers to integrate technology into the
classroom. With the Internet came unlimited amounts of content and new demands
on teachers. If teachers were to use the
Internet for learning, they needed to take an active role in organizing
technology-based learning, rather than simply sitting back and letting
educational software entertain computer users. Teachers needed to access and
evaluate content, and then design instructional activities that integrated
Internet content with learning objectives and tradition-al classroom materials.
The Internet continues to chal-lenge teachers. Not only must they be adept at
locating good content, but they must skillfully align that content with
teaching outcomes. They must craft
learning activities that exploit the best of each instructional strategy
classroom-presented and technology delivered alike.
Selinger, Sepulveda & Buchan (2013: 4) the
Internet of Everything is the next step in the evolution of smart objects
interconnected things in which the line between the physical object and digital
information about that object is blurred. brings together people, process,
data, and things to make networked connections more relevant and valuable than
ever before turning information into actions that create new capabilities,
richer experiences, and unprecedented economic opportunities for businesses,
individuals, and countries
Cahyono & Mutiaraningrum (2015: 199) in the
field of education, the use of Information and Communication Technology (ICT)
has become one of the current norms. The development of ICT, especially the
Internet, has affected how the students learn, how they interact with teachers
and other students, and how they deal with various aspects of their daily life.
For the last five years only, many students have been familiar with
Internet-based facilities varying from facebook, e-book, to tablet books,
following the application of earlier Internet-based facilities such as email,
websites, and webblogs.
Passerini & Granger (2000: 2) distance
education, also referred interchangeably as distance learning, is not a new
instructional phenomenon. In over a century, it evolved from correspondence
study, open universities, teleconferencing, networks and multimedia delivery to
today's Web-based technologies. This evolution is characterized by new teaching
approaches, including the adjustment of instructional materials supported by
di€erent delivery media. With the advent of the Internet, a new generation of
distance education emerged. Complementary to the other models, Internet-facilitated
instruction allows for the implementation of synchronous and asynchronous
interaction and opens a new series of learning opportunities for education.
Increases in bandwidth technologies and worldwide access to interconnected
networks enable the Internet and the World Wide Web to develop into a viable
delivery system for distance education
