essay on internet and students

Essay On Internet for Students and Children

500+ words essay on internet.

We live in the age of the internet. Also, it has become an important part of our life that we can’t live without it. Besides, the internet is an invention of high-end science and modern technology . Apart from that, we are connected to internet 24×7. Also, we can send big and small messages and information faster than ever. In this essay on the Internet, we are going to discuss various things related to the internet.

Reach of Internet

It is very difficult to estimate the area that the internet cover. Also, every second million people remain connected to it with any problem or issue. Apart from that, just like all the things the internet also has some good and bad effect on the life of people. So the first thing which we have to do is learn about the good and bad effect of the internet.

Good effects of the internet mean all those things that the internet make possible. Also, these things make our life easier and safer.

Bad effects of the internet mean all those things that we can no longer do because of the internet. Also, these things cause trouble for oneself and others too.

You can access in any corner of the world. Also, it is very easy to use and manage. In today’s world, we cannot imagine our life without it.

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Uses Of Internet

From the time it first came into existence until now the internet has completed a long journey. Also, during this journey, the internet has adopted many things and became more user-friendly and interactive. Besides, every big and small things are available on internet and article or material that you require can be obtainable from internet.

Tim Berners-Lee can be called one of the main father of internet as he invented/discovered the WWW (World Wide Web) which is used on every website. Also, there are millions of pages and website on the internet that it will take you years to go through all of them.

The Internet can be used to do different things like you can learn, teach, research, write, share, receive, e-mail , explore, and surf the internet.

Read Essay on Technology here

Convenience Due To Internet

Because of internet, our lives have become more convenient as compared to the times when we don’t have internet. Earlier, we have to stand in queues to send mails (letters), for withdrawing or depositing money, to book tickets, etc. but after the dawn of the internet, all these things become quite easy. Also, we do not have to waste our precious time standing in queues.

Also, the internet has contributed a lot to the environment as much of the offices (government and private), school and colleges have become digital that saves countless paper.

Although, there is no doubt that the internet had made our life easier and convenient but we can’t leave the fact that it has caused many bigger problems in the past. And with the speed, we are becoming addict to it a day in will come when it will become our basic necessity.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [ { “@type”: “Question”, “name”: “What are the limitation of internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Although internet can help you with anything but there are certain limitation to it. First of it does not have a physical appearance. Secondly, it does not have emotions and thirdly, it can’t send you to a place where you can’t go (physically).” } }, { “@type”: “Question”, “name”: “What is the ideal age for using internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Nowadays everybody from small kids to adult is internet addicts. So it is difficult to decide an ideal age for using internet. However, according to researches using internet from an early age can cause problems in the child so internet usage of small children should be controlled or banned.” } } ] }

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Essay on Internet Uses For Students

500 + words internet essay.

The internet is described as a global network of computer systems interconnected and following the internet security protocol. However, have you ever considered why the internet is important? This 500+ Words Essay on internet advantages and disadvantages will help students ace essay writing during exams.

A combination of high-end science and advanced technology, the internet is a viral invention. Here, in an essay on the internet, students can learn about the uses and impact of the internet.

Why the Internet Is Important

The internet has undergone significant development from the time of its birth to the present. Over a period of time, the internet has become more interactive and user-friendly. It has also helped man in day-to-day transactions and interactions. The Internet is widely used for numerous functions such as learning, teaching, research, writing, sharing content or data, e-mails, job hunting, playing games, listening to music, watching videos, exploring and finally surfing the internet. Meanwhile, though it makes life easy for people, the internet also comes with a lot of pros and cons. Find the advantages and disadvantages of the internet from this essay.

Also read: History of Internet

Essay on Advantages of Internet

Read this essay on internet advantages to know the effects of using the internet. Look for the points mentioned below.

• The internet has helped reduce the usage of paper and paperwork to a large extent by computerising offices, schools, NGOs, industries and much more.
• Internet helps to provide updated information and news from all over the world
• Education, business and travel have been thriving with the growth of the Internet
• The internet is of high educational and entertainment value
• The internet makes access to public resources, libraries and textbooks much easier
• The internet makes it easy by reducing the time and energy taken to do work
• Work has become more efficient, quick and accurate
• Meetings and conferences are made easier with video calls and other brilliant tools

Apart from all these, as mentioned in the above paragraph on Internet uses, it helps carry out banking activities, exchange information, shop for various goods and more.

Essay on Internet Disadvantages

Despite the use of the internet and its positives, there are also some internet disadvantages. Continuous use of the internet can affect our lifestyle and health. Let us check out the disadvantages of the internet from this paragraph.

• Over-dependence on the internet can lead to many health problems
• People tend to spend more of their productive time doing nothing but browsing
• Even if the internet is now used extensively at work, overuse of the internet could lead to depression
• Quality time with friends and relatives is primarily reduced due to the use of the internet
• Cybercrime has also increased as internet security and privacy are compromised

Thus, we have seen the uses of the internet and its impact on students and working professionals. While we know that overuse of the internet should be avoided, we also have to acknowledge that the internet has still not been exploited to its full potential, despite its massive growth. In conclusion, we can state that to make internet use more comfortable and pleasurable, school students should be taught about the pros and cons of using the internet, thus ensuring that they can stand up against cybercrime and ensure safety.

Also Read: Social Media Essay | Essay on Women Empowerment | Essay On Constitution of India

Frequently asked Questions on Internet Essay

What is the internet.

The internet is a global system of interconnected computers and this system uses a standardised Internet Protocol suite for communication and sharing information.

What are the top 5 uses of the Internet?

The Internet is mostly used by people to send emails and to search on any topic. It can be used to download large files. People depend on the internet for electronic news and magazines these days. A lot of people, especially the young generation use it to play interactive games and for entertainment.

What is WiFi?

WiFi is the latest wireless technology used to connect computers, tablets, smartphones and other electronic devices to the internet.

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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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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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Impact of Internet on Students’ Life

The internet’s effects on students lives: essay introduction, positive impact of internet on students’ life, negative impact of internet on students’ life, the internet’s effects on students lives: essay conclusion.

Technology, particularly the Internet, has changed the lives of students who have access in various ways. The effects of technology ripple out and reach even those students who may not have direct access to Internet but whose professors have the privilege of accessing and utilizing it.

Students with direct access to the Internet have wider access to information and knowledge, which is essential for their career development. Such instantaneous access to the Internet aids research and facilitates faster knowledge acquisition, development, and even sharing. Such a privilege puts students ahead of those who do not have access to the Internet whether directly or indirectly.

Technology has condensed the world into a tiny village, or like it has been put elsewhere, the world has become a global village. While there could be enormous geographical distance and difference between a student in Australia and the one in North America, information-wise, the two students are more or less at the same location. Thanks to technology.

So technology has worked to bridge the gap (geographical) between students provided they have equal access and availability of the requisite technological needs. Students on the extreme opposite end of the earth can share and exchange ideas and opinions instantly via online chatting.

The ability to reach a worldwide sample population through technology (Internet), and access to diverse materials on the Internet makes the whole idea of research easier and more fascinating than before. Students carrying out research find it less tedious; for instance, they can conduct an online survey through online questionnaires.

Due to the influence of technology, students have abandoned their careers and opted for a fast-growing and vibrant career in information technology. The popularity it is gaining has compelled and persuaded many students to change their career aspirations and therefore changing their lives.

At the moment, the world is on a mass exodus toward technology, and students can not afford the luxury of sitting back and watch a “neo- evolution” that they are not part of. The world is moving fast, and they have to keep pace. They have to be “there” if they want to remain relevant anymore.

Online jobs, for instance, data entry jobs, have provided students with the option of working from their rooms while they study so as to earn some money to support themselves. All a student needs is a computer connected to the Internet and his head!

Technology (Internet) has made it possible for students to shop online without having to travel to the actual stores. They can shop from whichever corner of the world. Again students are able to order for educational materials online instantly, a process that would be more tedious without technology.

Learning has been rendered a flexible undertaking. Professor of English, Andrea Lunsford, said: “the Wallberg hall classrooms allow us to carry out multiple modes of collaborations in class and allow students to continue those collaborations at other sites including their dorm room.”

Technology enables students to adjust the learning environment to suit their needs in the Wallberg Hall of Stanford University. Isn’t this fascinating? This evidences the new face technology is giving to learning as a process.

Students are also relieved of the burden of having to carry a whole bulk of learning materials, inter alia, books, and articles. These materials can be stored in small devices, for instance, a flash disk from where the students can retrieve the information at whatever time they wish. Maybe the era of students carrying a heavy bag on their back to school is slowly fading away.

The idea of not having the relevant manpower is not much of a worry in learning institutions today. Technology makes it possible for students in America to attend a lecture in Australia! They do not participate as passive but rather as active participants.

I am sure to our great ancestors this could be an all-time impossibility. Put simply, Unimaginable! But today? Not a surprise anymore. Through E-Learning, one can earn their degree online while on a job or at home. Technology has provided students with more options for how to do things.

The possibilities of technology are inexhaustible. Maybe this is the same thought that prompted Isaac Asimov to write about a fictional computer called Multivac, which could not answer the question of how the amount of entropy could be massively reduced.

Though Multivac finally gets the answer, sadly, there is no one to hear it. Maybe this is to say that while today some problems may seem insoluble, with time technology will provide answers to them. Asimov catapults us into a future with technological solutions to the toughest human concerns.

Well, all we have considered may be seen as the positive effects of technology. The field is not without negative effects. Technology has worked to change students’ lives negatively. Firstly, it has made some students lazier. Some students, instead of doing research, just download information from the Internet and plagiarize it.

This is retrogressive and does not do the students any good. Again most students are made lazier by the fact that they can mail their assignments to an outsourcing firm and have their work done and returned to them within the stipulated time. This has commercialized education and makes education to lose its succinct meaning.

Technology has a role in students’ moral degradation. Access to such junks as pornography and serious crime movies and literature has eroded student’s morals. They no longer see these things as vices but as part of the day-to-day life. To them, there is nothing wrong with reading and watching such materials.

Unfortunately, they don’t just stop here; they go the extra mile and actually do them. The result is evils are escalating. Maybe this is what Asimov meant by entropy! The question of what will happen when the disorder finally hits the height puzzles many people: the disorder of moral degradation and over-reliance on computers. Man is insidiously losing his identity because of technology.

A major reason for technology’s success is the convenience attached to it. It is more instant, gives wider access to information, and reduces demand for paper and bulk in general. Again the computer is faster and more accurate than human beings.

If there is a means that can help me do the same job at a faster rate and more accurately with actually less effort, why not opt for it? Anyone would be tempted to have a firm grip on such a way of doing things. I would concur with anyone who argues that this is the rationale behind the success of the technology.

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Essay on Internet

We live in a world where everything happening around us has come to be dependent on the internet. Anything that we want to know is not just a click away. The Internet, sometimes also called the "Net", is a worldwide system of computer networks. It is used by many as the primary source of information consumption and has fueled the growth of social media and content sharing. Here are a few sample essays on the topic ‘Internet’.

100 Words Essay on Internet

The Internet is considered the greatest invention of human history that has changed the daily lifestyle of human beings. The Internet was first officially launched on January 1, 1983, and since then it has been developed rapidly. The Internet is an incredible medium for the transfer of data, news, images, information etc.Internet has made it easier for people to talk to anyone around the globe via phone calls and video calls in a matter of seconds.

The internet became a crucial part of every field whether it is medicine, engineering, research,. It also gained huge momentum in the field of education during the pandemic. Students were unable to go to school because of COVID-19 pandemic and it was only because of the internet that the students were connected to the teachers. Information technology is gaining a huge momentum day by day and the internet is the foundation of this cutting-edge time.

200 Words Essay on Internet

The father of the internet is known to be Vint Cerf. In 1969, he successfully connected a few computers in a room and named that network ARPAnet since he was the governor of ARPA (Advance Research Project Agency), a government-funded organisation.

The Internet has become a necessity for school students, college students, working men and women, etc. With the help of the internet, we can gather information about any place on this globe within seconds and without leaving our home. Today most of the work is handled through the internet and most workers work just by sitting in their homes with the help of the internet.

The Internet is an important asset for everyone and it is beneficial for them but at the same time. Although, excessive use of the internet may be harmful also because as technology is progressing, the rate of cybercrime is also increasing day by day. Anyone on the internet may become the target of cybercriminals. Students also become the targets sometimes because their private information can be released on the internet and as a result, students face a lot of distress. As long as we follow proper guidelines for the use of the internet we will remain safe.

500 Words Essay on Internet

We live in the era of technology and the internet is the one that binds every technology together and it is further advancing day by day. We can’t think of living without an internet connection for a single day. The internet has billions of uses nowadays, just a single click can access any information in this world. It has made human life very simple and easier. The internet has connected every small device. We can control the air conditioner, washing machine, television, lighting, etc from any corner of the world with the help of the internet.

Internet in Education

Education is a necessity of every human being and it became a lot easier with the use of the internet. During the pandemic, the internet played a crucial role in the continuation of education of the students for the whole two years. Students can gain any knowledge with the help of the internet and can also learn from the teacher of their own choice. The Internet is so developed in the field of education to an extent where an AI is capable of solving any doubts of students.

The internet is an important asset for students but at the same time, it can also harm them or misguide them from their path. If students don't pay attention to their online security, they risk being the target of cyberbullies.

Internet in Business

As agriculture is known as the backbone of the Indian economy, the entrepreneur is also known as the heart of the economy. Every country is investing in business for their profits and the internet plays an essential role in it. The internet records everything happening in business and with the help of that data, businessmen understand the situation of the market. People invest in their businesses using the internet and control their work just by sitting on their chairs and it is possible because of the internet.

Internet in Defence

The Internet is also playing an important role in the defence sector of every country. The Internet connects all government agencies across the globe and helps to maintain peace. It saves a lot of time because any little issue between the countries can be solved just at their offices through video conferencing. Defence satellites work all time and keep eye on enemy activities and transmit them to the defence sector. Even the armoury can also be remotely accessed with the internet which can save the life of the soldiers in harsh weather conditions or the areas where troops can’t go in case of emergencies.

Use of Internet in Daily Life

People travel from one place to another for various purposes and in some cases, they are not aware of the geography of the locality due to which they got lost but with the use of the internet they can reach the destination without any problem.

With the use of the internet, students can solve their doubts within minutes or seconds.

The Internet connects family members even if they are not living together.

The Internet is an important source of entertainment for humans, like watching movies, news web series, cartoons, anime.

In the police department, the internet is used to catch cybercriminals.

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Essay on Internet

Here we have shared the Essay on Internet in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Internet for any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Internet in 150 words

Essay on internet in 250-400 words, essay on internet in 500-1000 words.

The Internet has revolutionized communication, information access, and business operations. It connects people globally, enabling faster and more convenient communication through email, instant messaging, and social media. It democratizes information, providing vast knowledge and resources at our fingertips. The Internet has also transformed businesses, allowing them to reach a global customer base through e-commerce. However, challenges like online privacy and the digital divide remain. Privacy concerns require protection measures, and efforts are needed to bridge the gap in Internet access based on geography and socioeconomic factors. Despite these challenges, the Internet continues to shape our lives, offering immense potential for positive change and advancement. It is a powerful tool that connects people, empowers individuals with knowledge, and provides opportunities for businesses to thrive in the digital era.

The Internet has become an indispensable part of our lives, transforming the way we communicate, access information, and conduct business. It is a vast network of interconnected computers and servers that enables the sharing and exchange of data worldwide.

One of the most significant impacts of the Internet is its ability to revolutionize communication. With the advent of email, instant messaging, and social media platforms, communication has become faster, more convenient, and more accessible. People can connect with each other instantly, regardless of geographical distances. Social media platforms have also provided new avenues for individuals to express themselves, share ideas, and build virtual communities.

Moreover, the Internet has democratized access to information. With a few clicks, anyone can access a wealth of knowledge on almost any topic. Online libraries, databases, and search engines have made information easily accessible, empowering individuals to learn, research, and stay informed. This unprecedented access to information has transformed education, enabling online learning platforms and resources to reach learners across the globe.

In addition to communication and information access, the Internet has revolutionized business operations. E-commerce has witnessed significant growth, allowing businesses to reach a global customer base and conduct transactions online. Online platforms have opened up new opportunities for entrepreneurship and innovation, enabling small businesses to thrive and compete on a global scale.

However, the Internet also poses challenges. Online privacy and security have become major concerns, with the risk of data breaches, identity theft, and cybercrime. Safeguarding personal information and practicing responsible online behavior is essential to protect oneself in the digital realm.

Furthermore, the digital divide remains a significant issue. While the Internet has connected billions of people worldwide, there are still disparities in access based on geography, income, and socioeconomic factors. Bridging this divide is crucial to ensure equal opportunities for all.

In conclusion, the Internet has revolutionized communication, information access, and business operations. It has connected people globally, democratized knowledge, and opened up new opportunities. However, challenges like online privacy and the digital divide need to be addressed. The Internet is a powerful tool that has transformed our lives and society, and its continued advancement requires responsible use and efforts to ensure inclusivity and security in the digital age.

Title: The Internet – Connecting the World in the Digital Age

Introduction :

The Internet has emerged as one of the most transformative technologies in human history. It has revolutionized communication, transformed information access, and reshaped the way we conduct business. This essay explores the origins and evolution of the Internet, its impact on communication and information access, the role of the Internet in business and entrepreneurship, as well as its social and cultural implications.

Origins and Evolution of the Internet

The Internet’s origins can be traced back to the 1960s when it was developed as a research project by the United States Department of Defense. Initially known as ARPANET, it was designed to create a decentralized network that could withstand a nuclear attack. Over time, the Internet expanded beyond its military origins, becoming a global network of interconnected computers and servers.

Communication Revolution

The Internet has transformed communication, making it faster, more convenient, and more accessible than ever before. Email, instant messaging, and social media platforms have revolutionized the way people connect and interact. Distance is no longer a barrier, and individuals can communicate in real time across continents. Social media platforms, such as Facebook, Twitter, and Instagram, have provided new avenues for self-expression, networking, and building virtual communities.

Information Access and Knowledge Sharing

The Internet has democratized access to information, fundamentally changing the way we seek and share knowledge. Online libraries, databases, and search engines have made a vast amount of information easily accessible to anyone with an Internet connection. Websites, blogs, and online forums serve as platforms for individuals to share their expertise, experiences, and opinions. Online educational platforms have also emerged, offering courses and resources that reach learners across the globe, revolutionizing education and lifelong learning.

The Internet and Business

The Internet has transformed the business landscape, offering new opportunities and challenges. E-commerce has witnessed tremendous growth, allowing businesses to reach a global customer base and conduct transactions online. Online marketplaces, such as Amazon and eBay, have revolutionized retail, providing convenience and variety to consumers. Moreover, the Internet has enabled small businesses and entrepreneurs to compete on a global scale, as they can establish an online presence and reach customers without the need for physical storefronts.

Entrepreneurship and Innovation

The Internet has fueled entrepreneurship and innovation, empowering individuals to turn their ideas into viable businesses. Online platforms and marketplaces have facilitated the launch of startups, creating a fertile ground for innovation and creativity. Crowdfunding platforms have democratized access to funding, allowing entrepreneurs to secure capital from a global community of investors. The Internet has also facilitated collaboration and knowledge sharing among entrepreneurs, enabling them to learn from each other and form strategic partnerships.

Social and Cultural Implications

The Internet has had profound social and cultural implications. It has connected people from diverse backgrounds and cultures, fostering a global exchange of ideas and perspectives. Social media has become a powerful tool for social and political movements, enabling grassroots activism and mobilization. However, the Internet has also given rise to challenges such as cyberbullying, misinformation, and the erosion of privacy. Society is grappling with issues related to digital citizenship, online ethics, and the balance between freedom of expression and responsible behavior.

Conclusion :

The Internet has revolutionized communication, transformed information access, and reshaped the business landscape. It has connected people globally, facilitated knowledge sharing, and fostered entrepreneurship and innovation. However, challenges related to privacy, cybersecurity, and the digital divide remain. As the Internet continues to evolve, it is crucial to strike a balance between the opportunities it presents and the responsibilities it entails. The Internet has become an integral part of our lives, and navigating its impact requires thoughtful engagement, ethical practices, and continuous adaptation to the ever-changing digital landscape.

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• Internet Essay

Essay on Internet

Introduction.

The Internet is a system of interconnection of computer networks that link several billion devices worldwide. It is a global network of networks that consists of millions of non-public, public, academic, business and government packet-switched networks, joined by a broad array of electronic, wireless and optical networking technologies. The Internet carries an intensive variety of information resources and services, like applications of the world wide web (www), the infrastructure to support email, peer-to-peer networks for file sharing and telephony. It has become an important part of our life and we cannot live without it. The Internet can be called the discovery of man that has revolutionized his style of working and living.

The Internet was started as the creation of a small band of dedicated researchers and has grown to be a commercial success with billions of dollars of annual investments. It has completely reduced distance, minimized all limitations and made our world relatively a smaller place. The Internet has brought information to our doorstep at the click of a button. The Internet revolutionized the computer and world of communication like never before.

Advantages of Internet

The Internet is replete with countless advantages. It has made possible man’s access to countless websites, information programs, scientific discoveries, global political, social, economic and cultural developments and happenings, libraries, entertainment and much more. 

The Internet boom in India has become one of the major contributors to the economic growth of the country. It has revolutionized the metros, the towns and the villages. The Internet has contributed massively to the employment sector across the country. The need for professionals has increased who would feed the information into the web. Content writing and management, web page designing, Internet advertisements have become booming sectors within the IT industry.

In the education field, learners can coordinate projects with classrooms all over the globe. Students across the globe do research works online and all information related to research is accessible on the web at the touch of a button. Not only for the students, but the Internet has also become an incredible tool for job seekers. 

The Internet is being used for finding people, places or information on any subject. One can use the directory services to search phone books of any country together with zip codes. People are connecting with friends and families by exchanging emails to facilitate letter-writing, keeping down the cost of phone calls.

In the field of travel, cities, towns, states and countries are using the web to post detailed tourist and event information. Travelers can easily find information on weather, maps, timings for events and transportation schedules and buy tickets to various tourists’ spots.

Today the Internet is used for shopping, paying utility bills, credit card bills, admission fees, E-commerce, online banking facility. In the world of marketing and sales, companies are marketing and selling their products and creating brands over the net. 

Patients and doctors keep up-to-date with the latest medical findings, share treatment information and give one another support in medical problems. 

Furthermore, people are also finding partners through matchmaking sites. 

Today, people are doing financial research; trading like buying and selling stock and investing money. 

However, the Internet has some setbacks too, which is a threat to the entire mankind. People, especially youngsters are getting addicted to the Internet and thus causing problems to their health. It is making this generation lazy. Internet hackers are on the rise, creating nuisance in the world of business and communication. There are a lot of thefts, frauds and unscrupulous businesses cropping up that are taking undue advantage of innocent people. Anti-social elements of society and cybercrime are also using the Internet against humanity. 

Internet is a great tool that man has discovered but its wrong use and negative impact must be minimized.

FAQs on Internet Essay

1. What is the Internet?

The Internet is a computerized network of information. It is a system of interconnection of computer networks that link several billions of devices. The global system of interconnected computer networks, popularly known as, the internet brings the internet protocol suite, that is, TCP/IP into use to communicate between networks and devices. This network consists of private, academic, public, government and business networks that range from local scope to global scope linked by technologies including wireless, electronic and optical networking. There is a broad range of information resources and services on the internet. These resources include the world wide web (www), telephony, electronic mails, file sharing, and interlinked hypertext documents.

2. What are the Advantages of the Internet?

The Internet has brought information to our doorstep. It has made possible man’s access to countless websites, information programs, scientific discoveries, global political, social, economic and cultural developments and happenings, libraries, entertainment and much more. The spread of the internet across the globe has increased connectivity, communication, and sharing between people. With the accessibility of all kinds of languages, the internet has now become a hub of information, knowledge, and learning for people of all ages and all backgrounds. Internets also now act as an address book as they provide the contact information of people through social networking websites. The Internet has now also become a platform for selling all kinds of items and making money through it without much investment. Therefore, the internet facilitates business opportunities for many people. The Internet is now also used for entertainment purposes, banking, payment of bills, shopping, donations and funds, cloud computing, and cloud storage. In recent times, we have also seen how the internet has made work from home, collaboration, and access to the global workforce an easy possibility.

3. What are the Disadvantages of the Internet?

Some of the disadvantages of the Internet: people especially, the youngsters are getting highly addicted to the Internet. There are a lot of thefts, fraudulent activities and unscrupulous business happening, which have become a threat to humankind. The main disadvantages of the widespread use of the internet are:

The Internet is an addiction that causes distraction, affects focus and patience, and wastes the time of students when not used for the right purposes.

Bullying, trolling and stalking have now become a common task for people due to the Internet.

The Internet has also increased the crime rates in the country.

There are a lot of spam emails and advertisements that flourish throughout the internet.

Internet is also now made a tool for pornography and violent images.

With the internet, now everyone is connected to their work every time. There is no holiday or family time left now.

Internets have also made identity thefts, hacking, and cheating possible.

It is also a proven fact that since people spend the majority of their time sitting over the internet, it has greatly increased health issues and obesity in people.

People most often end up buying things that they don't need because of exchange policy and net banking.

The Internet is surely not a safe place for children to spend their time.

4. How has the Internet Become a Boon to India?

The Internet in India has made revolutionary changes in the metros, small towns and villages. It has created a plethora of job opportunities. The rise in the use of the Internet has led to the growth of cyber cities, cyber cafes and Internet parlors across the country. The main advantages of the widespread use of the internet are:

The Internet has made connectivity, communication, and sharing of documents and related data very easy.

The Internet is a library of information, knowledge, and learning for people of all ages and from all fields.

The Internet has facilitated online shopping, thereby giving business opportunities to many entrepreneurs.

Apart from business, there are various jobs available over the internet.

With the advent of net banking and mobile banking, the internet has made banking-related jobs easy.

The Internet has now become one of the biggest sources of entertainment with thousands of web series, movies, and shows.

The widespread use of the internet has made work from home job opportunities possible and easy.

It has also grown possibilities of collaboration and access to a global workforce for businesses.

Cloud computing and cloud storage facilities have increased access to data across multiple devices. 

5. How has the Internet made our life easier and convenient?

The widespread usage of the internet in all corners of the world has made our lives more convenient as compared to the times when there was no internet. Earlier, people used to stand in long queues for any of their work whether it was to send letters to their loved ones, book movie tickets, train tickets, flight tickets, or for bank-related work like withdrawing money and depositing money. Now, all this work can be done over the internet without the need to stand in queues and wait. Emails and chat applications have completely stopped the trend of sending letters. Booking tickets for any purpose is now easily done from the comfort of home using a mobile phone or laptop. Also, net banking and phone banking services have minimized the need for a person to go to the bank for any purpose. Surely, the internet has made lives much easier than they otherwise were.

Home — Essay Samples — Information Science and Technology — Internet — The Importance of the Internet in the World

The Importance of The Internet in The Modern World

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Published: Sep 19, 2019

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The Changes That the Internet Has Brought to Our Lives

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Essay on Internet: Samples in 100, 200, and 300 Words

• Updated on  
• Mar 8, 2024

On this page, we will provide some samples of how to write an Internet essay.

The age of internet is dominating the world. Individuals, community groups, organisations, and even governments rely on the internet for their needs. The robust speed at which the internet has influenced our lives has been remarkable. Today, anybody can have access to the internet and the online services available. All you need is a digital device like a desktop, laptop or cell phone to use the internet.

According to a 2020 census, 59.6% of the global population uses the internet. These uses of the internet can depend on a person’s needs and interests. The Internet can be used for hundreds of activities, some of which are social networking, education and research, e-commerce, communication, business, collaboration, entertainment, etc.

Also Read: 200+ Essay Topics for School Students in English

Table of Contents

• 1 Essay on Internet in 100 Words
• 2 Essay on Internet in 200 Words
• 3 Essay on Internet in 300 Words
• 4 How to Score High in Essay Writing?
• 5 Paragraph on Internet in 100 Worlds

Essay on Internet in 100 Words

The Internet, a sprawling network of interconnected devices and data, has redefined how humanity interacts, learns, and progresses. Born from ARPANET in the 1960s, it evolved into an indispensable tool that facilitates communication, access to information, and commerce. With the World Wide Web’s emergence, it transcended mere data exchange, becoming a repository of knowledge, entertainment, and opportunities. However, its influence brings both benefits and challenges, from online education to cybersecurity threats. The Internet is a testament to human ingenuity and its potential to shape our connected future.

Also Read – Essay on Waste Management

Essay on Internet in 200 Words

The Internet, a technological marvel born from the minds of visionaries, has grown into a global phenomenon that touches every facet of our lives. Its roots trace back to ARPANET’s inception in the 1960s when the revolutionary concept of interconnected computers was born. This early network laid the groundwork for the modern Internet, enabling computers to share data and communicate over vast distances. In the subsequent decades, this technology evolved, leading to the creation of the World Wide Web by Tim Berners-Lee in the late 1980s.

Today, the Internet serves as a digital frontier that transcends geographical boundaries. It provides access to a staggering wealth of information, entertainment, and services. From social networking and e-commerce to online education and remote work, its applications are diverse and far-reaching. Moreover, the Internet’s impact on communication cannot be understated, as it has transformed how people interact, fostering connections and collaborations across the globe.

However, this technological marvel also presents challenges. The prevalence of misinformation, cybercrimes, and privacy breaches remind us of the Internet’s dual nature. Striking a balance between its advantages and disadvantages is imperative as we navigate this digital landscape.

Also Read – Essay on Exam Stress

Essay on Internet in 300 Words

The Internet, a monumental achievement in the world of technology, has revolutionized the way we live, work, and communicate. The journey began with ARPANET, a project initiated by the U.S. Department of Defense in the 1960s to create a network that could withstand disruptions. This laid the foundation for modern networking protocols, paving the way for the Internet we know today. The turning point arrived in the late 1980s with the creation of the World Wide Web by Tim Berners-Lee, which transformed the Internet into a user-friendly platform accessible to people worldwide.

The Internet’s impact on society is profound. It has democratized information, enabling individuals to access an unprecedented volume of knowledge. Online platforms offer education opportunities, from Massive Open Online Courses (MOOCs) to virtual classrooms. The rise of e-commerce has reshaped the retail landscape, allowing consumers to shop with convenience and choice. Moreover, the Internet has fostered connections, facilitating global collaboration, and allowing for the rapid dissemination of ideas.

However, this digital revolution is not without challenges. Cybersecurity threats loom large, with cybercrimes like hacking and identity theft on the rise. The Internet’s role in the spread of misinformation has raised concerns about the credibility of information available online. The addictive nature of social media has also prompted discussions about its impact on mental health and social interactions. The Internet’s influence on society is intricate and multi-faceted, touching upon every aspect of human existence. It has democratized information, transformed commerce, and reshaped how we connect and communicate. While challenges like cyber threats and misinformation persist, harnessing the Internet’s potential for positive change is within our grasp. By fostering digital literacy, promoting ethical behaviour, and leveraging technology for the greater good, we can ensure that the Internet continues to be a force for progress and connectivity.

How to Score High in Essay Writing?

Curating a competitive essay requires the following approach-

• Analyze the essay prompt to grasp its essence and requirements. Ensure your essay addresses the key points while maintaining coherence.
• Devote time to planning. Outline your essay’s structure, including an introduction, body paragraphs, and conclusion. Each paragraph should have a clear focus.
• Begin with a captivating hook that grabs the reader’s attention. Provide context and a clear thesis statement that outlines the essay’s main arguments.
• Each paragraph should present a single idea supported by evidence and examples. Transition smoothly between paragraphs to maintain a logical flow.
• Support your arguments with credible sources, statistics, anecdotes, or real-world examples. This adds depth and authenticity to your essay.
• Write clear and concise sentences. Use transition words to connect ideas and ensure a smooth reading experience.
• Address potential counterarguments and refute them logically. This showcases your understanding of the topic and strengthens your position.
• Summarize your main points, restate your thesis, and provide a thought-provoking closing statement. Avoid introducing new ideas here.
• Thoroughly revise your essay for grammar, spelling, and punctuation errors. Check for clarity, coherence, and overall impact.
• Regular practice is essential for improving your essay writing skills. Seek feedback from peers or instructors to identify areas for improvement.

Paragraph on Internet in 100 Worlds

Essays foster critical thinking, improve communication skills, and enhance creativity. They provide a platform to express ideas and opinions effectively.

Practice is key. Start by brainstorming ideas, creating outlines, and proofreading your work. Reading diverse essays can also provide insights.

Absolutely! Personal experiences add authenticity and depth to your essays. However, ensure they are relevant to the topic.

A good introduction should grab the reader’s attention, provide context, and present a clear thesis statement.

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We hope that this essay blog on the Internet helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

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Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

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Essay on Internet For Students

Students are often asked to write an essay on Internet For Students 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 Internet For Students

What is the internet.

The internet is like a huge library that never closes. It is a place where you can find information about anything at any time. Think of it as a magic book that has answers to all your questions and can show you videos, pictures, and games too.

Learning with the Internet

The internet helps students learn new things. You can watch videos that teach math, science, or history. It can also help you with homework. Just type in what you need to know, and you’ll get lots of answers.

Staying Safe Online

While the internet is useful, it’s important to stay safe. Don’t talk to strangers online or share personal information. Always tell an adult if something online makes you feel uncomfortable or confused.

Also check:

• Advantages and Disadvantages of Internet For Students

250 Words Essay on Internet For Students

The Internet is like a huge library that never closes. It’s a place where you can find information about anything at any time. You can think of it as a web connecting people and computers from all over the world, letting them share and find information.

For students, the Internet is a great tool for learning. You can use it to read about different subjects, watch educational videos, and even play games that teach you new things. It’s like having a tutor that can help you with homework or explain something you didn’t understand in class.

Research and Projects

When you have a school project, the Internet is your best friend. You can look up facts, see pictures, and gather ideas. It’s important to make sure the information is correct by checking different websites or asking a teacher.

Communication and Sharing

The Internet lets you talk to your friends and classmates even when you’re not together. You can send messages, share your work, and make group projects easier by working together online.

While the Internet is fun and useful, it’s important to stay safe. Don’t share personal information with strangers and always talk to an adult if something online makes you feel uncomfortable.

In short, the Internet is a powerful tool for students. It opens up a world of knowledge and possibilities, but it’s crucial to use it wisely and stay safe.

500 Words Essay on Internet For Students

The internet is like a huge library that never closes. It’s a place where you can find information about anything at any time. Imagine you have a question about the stars, animals, or even math problems; the internet can give you answers. It connects computers all over the world so that people can share information and talk to each other.

Learning New Things

For students, the internet is a very useful tool. It helps you learn new things in a fun way. There are websites with games that make learning interesting, like puzzles for math or stories to help with reading. You can watch videos that show you how to do science experiments or explain history stories as if you were there.

Doing Homework

When it’s time to do homework, the internet can be a big help. If you need to write about a country you’ve never visited, you can find pictures, facts, and even talk to people from that place online. There are also special websites that can help you with your math homework or give you ideas for your science project.

It’s important to remember that staying safe on the internet is like following rules at school. You should only talk to people you know, and never share personal information like your address or phone number. Always tell an adult if something online makes you feel uncomfortable or if you’re not sure about something.

Limiting Screen Time

Just like eating too much candy isn’t good for you, spending too much time on the internet isn’t either. It’s important to take breaks, play outside, and spend time with your family. This helps keep your eyes and mind healthy. Set a timer if you need to, so you don’t forget to take breaks.

Learning with Others

The internet can also help you work with other students. You can do projects together even if you’re not in the same room. You can share your work and give each other ideas. Teachers can also use the internet to give you fun assignments and keep track of how you’re doing.

Getting Ready for the Future

Knowing how to use the internet is a skill that will help you in the future. Many jobs use computers and the internet. By learning how to search for information, stay safe, and work with others online, you’re getting ready for grown-up jobs. It’s like practicing for being an adult.

The internet for students is like a key that opens many doors. It helps you learn, do homework, and get ready for the future. But remember to use it wisely, stay safe, and balance your time. With these tips in mind, the internet can be your friend in learning and growing.

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

If you’re looking for more, here are essays on other interesting topics:

• Essay on Internet For Entertainment
• Essay on Internet Boon Or Bane For Students
• Essay on Internet Boon Or Bane

Apart from these, you can look at all the essays by clicking here .

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Essay on Internet in English for Children and Students

Table of Contents

Essay on Internet: The Internet is a network of networks that connects computers worldwide through standardized communication protocols (like TCP/IP) using which we can exchange information between n number of computers. It acts as a medium, impeccably fast, to exchange information between two computers placed at two extreme corners of the planet.

Also, it offers an infinite pool of information on several topics per the user’s needs and requirements. Today internet has become very popular and nearly half of the world’s population has access to the internet. It is used for sending e-mails, exchanging news, making payments, tracking locations, etc.

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Long and Short Essay on the Internet in English

Below we are providing some short and long essays on the Internet in English. These Internet Essays have been written covering all the useful information on the Internet.

Internet is a big hand in today’s success of the people. Let your kids and school-going children know something about the internet like its advantages and disadvantages. It helps in drawing their mind towards studying a lot.

The entire essays on the internet are written in very simple words, especially for the use of students. You can select any internet essay below for several school and college competitions.

Internet Essay 100 words – Sample 1

Internet is the invention of modern and high-technology science. It provides us amazing facility of searching any information from any corner of the world by anyone. We can connect more than one computer to each other using this internet in order to easily access information from any connected computer from one place. Using internet we can send any big or small message, information very quickly within seconds to anyone’s computer, mobile or other digital device like tablets, PC, etc. It is a vast storage of information as it has more than billions of running websites related to the domestic, business, academic, governmental, etc. We can say it is a network of networks.

Full Form on Internet

Internet Essay 150 words – Sample 2

The Internet is a very vast network of networks using which we can access any information stored within it from any corner of the world. It is accessed anywhere through a telecommunications line and modulator-demodulator and comes to the computer by modifying analogue telephone signals into the digital computer signals. The invention of the internet has brought uncounted advantages to us however we cannot turn our face from its disadvantages. Internet is used all over the world for many purposes including sending electronic mail, messaging, online chat, transferring file, access web pages and other documents over World Wide Web.

We can access the World Wide Web once we have internet connection. Opening web pages we can get any type of information which we required to fulfill our purpose. There is no any time limit to open web pages, we can open it for 1 min or 1 hr or can save pages for later use. We can prepare our projects works very easily and timely.

Internet Essay 200 – Sample 3

Internet has made everyone’s life very easy and simple as we no longer need to go outside for paying bill, shopping, seeing movie, business transactions, etc. It has been an essential part of our life means we can say that without it we face lots of problems in our daily lives. Because of its easiness and usefulness, it is used everywhere such as workplace, offices, schools, colleges, banks, education institutions, training centres, shops, railways station, airports, restaurants, hotels, malls, and most importantly at home by each members for different purposes.

Once we take the internet connection by paying money to the Internet Service Provider, we can access the internet facility anytime from any corner of the world for one week or month according to the internet plan we have taken.

From the time internet has come in our life, our world has become changed to a great extent in the positive ways however in the negative ways too. It is highly beneficial for the students, businessmen, government agencies, research organizations, etc. Students can search any needed information for their study, businessmen can deal their business matters from one place, government agencies can do their work in proper time, research organizations can research more and give outstanding results, etc.

Importance of Internet in Education

Internet Essay 250 – Sample 4

Internet has revolutionized the living style and working style of the human being. It has reduced the man effort and time thus very beneficial to all for gaining knowledge as well as increase income at less input. It has ability to provide information within no time at the doorstep. Basically internet is a network of networks which connects various computers to handle from one place. Now a day, internet has spread its effects at every nook and corner all over the world. Accessing internet require a telephone line, a computer and a modem.

It helps in getting worldwide information online from any place of the world. It helps in gathering, collecting and storing information to our computer from the websites on any topic within seconds. There is a computer and internet facility in my computer lab in the school where we access needed information for our project. My computer teacher assists me about how to get online information and use in appropriate manner.

It has made online communication fast and easy so that people can communicate with each other located anywhere in the world via video-conferences or just messaging. Students can take help of internet to get prepare for their exam, to prepare their projects, to get participated in the extra-curricular activities and many more. Students can contact their teachers online to discuss some unsolved questions or friends for many purposes. Using internet we can get information about anything in this world like real address and exact distance of the destination we want to go to travel, etc.

Internet Essay300 words – Sample 5

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. It provides bulk of facilities to us such as E-mail, surfing search engines, connecting to celebrities using social media websites, accessing web portals, opening informative websites, being up-to-date, video chatting and many more. It has become best ever friend of everyone’s. Now a day, almost everyone is using internet connection for many purposes. However, we should know all the disadvantages and advantages of using internet in our life.

Internet availability is very useful for the students however it is a big concern too for them as they can access some bad websites secretly from their parents which is very harmful to their whole life. Most of the parents realize this type of danger however some not and use internet openly. So, children should use internet facility under the proper guidance of their parents.

We can use security system by using username and password to prevent others to access our precious online data. Internet allow us to use any application programmes supporting instant messaging to send quick messages to friends, parents or teachers. However, in some other countries (North Korea, Myanmar, etc) it totally prohibited to use internet as they think that it is bad thing for them. Sometimes, internet can harm our computer as downloading anything directly from the internet websites may bring some viruses, adware, malware, spyware or other bad programmes to our computer which can disturb or destroy the computer functioning. Sometimes, hackers can hack our secret computer information using internet without our knowledge even after password security.

Internet Essay 400 words 6 – Sample 6

Internet is a global network which connects millions of computers all over the world. However it has become very simple and easy in accomplishing all day to day activities which were very time taking and hard to manage in those days. We cannot think our life without this great invention called internet. As everything has its pros and cons means both positive and negative effects, internet also has affected the human lives in both ways. Because of the internet, online communication has become very easy and simple. The mode of communication in those days were through letters which was very time taking and hard as one had to travel a long distance. But now, we just need to connect our internet to open some social networking websites and opening Gmail or other accounts (Yahoo, etc) to send messages within seconds.

It has reduced the usage of paper and paper works to a great extent by making everything computerized in the offices (governmental or non-governmental), schools, colleges, educational institutions, training centres, NGOs, universities, shops, business, industries, railway, metro and many more. Using this internet we can get all the news time to time from all across the world from one place. It is very effective and efficient in gathering huge information whether required for references or activities on any topic within seconds. Internet has benefited the education, travel and business sectors to a great level. It has made easy access to the online public libraries, textbooks or other resources to find relevant topics.

In the earlier time when people were without internet, they had to waste lots of time for any type of work like standing in the long queues and waiting for their number to get travel ticket. But in the modern time of internet, one can book train online in just few clicks and get travel ticket through printout or get a soft copy in his/her mobile.

In the internet world, one does not need to travel a long distance for his/her meeting for business or other purposes. One can attend his/her meeting online from own office through the use of video calling, conferencing, Skype or using other tools. It helps in getting admission online in his/her desired school, college or universities, hiring highly skilled employees and teachers, business transactions, banking transactions, applying for driving license, money transfer, learning cooking recipes, bill payment, purchasing anything on free delivery and so many activities.

Frequently Asked Questions on Essay on Internet

Why is internet important.

The Internet is important because it connects people globally, provides access to information, enables communication, and supports various online services and businesses.

What is Internet in full words?

The term 'Internet' is a shortened form of 'Interconnected Networks.'

What is Internet in five lines?

The Internet is a vast global network of interconnected computers and servers. It allows users to exchange data, communicate, and access information worldwide. It operates through a system of protocols and provides various online services.

What is the basic of the Internet?

The basic principle of the Internet is the exchange of data between connected devices using standardized protocols, enabling seamless communication and information sharing.

Why is it called Internet?

It is called the 'Internet' because it represents the interconnection of networks, forming a massive, global web of communication and information exchange.

Where is the source of Internet?

There is no single source of the Internet. It is a decentralized network consisting of countless interconnected servers and data centers worldwide.

How is the Internet made?

The Internet is made up of a complex infrastructure of servers, routers, and data cables that transmit data electronically across the globe. It operates based on standardized protocols and technologies.

What is Internet short essay?

An Internet short essay is a brief written piece that provides an overview of the Internet, its importance, history, and impact on society.

Who is the owner of the Internet?

The Internet is not owned by any single individual or organization. It is a collective creation of countless individuals, companies, and governments worldwide who contribute to its development and maintenance.

Where is the Internet used for?

The Internet is used for a wide range of purposes, including communication (email, social media), research, online education, entertainment (streaming, gaming), e-commerce, and accessing information on various topics.

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California, Texas students earn top prize in national civics education essay contest

Molly Justice Director of Communications & Online Media (757) 259-1564

Williamsburg, Va. (May 1, 2024) – California and Texas students have won top honors in the National Center for State Courts (NCSC) 2024 Civics Education Essay Contest.

Over the past decade, NCSC has challenged youth to reflect on civics education and the U.S. Constitution.

This year, students from across the country reflected on the late U.S. Supreme Court Justice Sandra Day O’Connor's influence on civics education for American youth and her perspective on the importance of civic engagement by all citizens. Students addressed two age-appropriate questions about citizen participation in their communities and government.

NCSC President Mary McQueen said recognizing the late Supreme Court justice this year was especially fitting given Justice O’Connor’s passion for civics education.

"Justice O’Connor was deeply committed to educating the younger generation about democracy and the fundamental democratic principles that form our society,” McQueen said. “She believed civic participation beyond voting is vital to our democracy, and she urged citizens to become involved in their schools, neighborhoods, and communities."

The contest attracted 800 students from 48 states and the District of Columbia. Essays were scored based on the student's understanding of the topic, creativity, grammar, spelling, and style. The nine winners will receive cash prizes totaling $3,450.

The 2024 winners include:

High school (grades 9-12)

• First place - Daniella Cuevas, California
• Second place - Mattie Jane Carpenter, Georgia
• Third place - Jacob Hertz, California

Middle school (grades 6-8)

• First place - Sophia Ling, California
• Second place - Ashley Wagner, Massachusetts
• Third place - Anoushka Pandey, Maryland

Elementary school (grades 3-5)

• First place - Nicholas Jakimier, Texas
• Second place - Ana Cervantes, Kansas
• Third place - Faith Yono, Michigan

To read the winning essays, visit  ncsc.org/contest .

The best Chromebooks for students in 2024

The best study buddies are reliable, fast internet and a Chromebook that can handle all the schoolwork a kid throws at it.

We may earn revenue from the products available on this page and participate in affiliate programs. Learn more ›

Buying kids a computer for any reason can be stressful, but parents become even more acutely aware of how much gadgets cost when kids become students—and that’s where a Chromebook comes in. When it comes to a student’s laptop, you must consider whether it has all the capability and compatibility a kid needs now and whether it could get them through graduation in a few years. Plus, you have to consider how much you want to spend on something that might, OK, that will experience wear and tear. A Chromebook laptop offers an affordable way to give kids enough computing power to tackle their online assignments in form factors they tend to understand intuitively. They can be an excellent school tool for younger users who don’t need top-of-the-line laptop specs and their parents who don’t want to pay those prices. Here’s our guide for choosing Chromebooks for students, as well as help navigating processing and storage specs and how they translate versus traditional laptops.

• Best overall: Lenovo IdeaPad Flex 5i Chromebook Plus
• Best for elementary school kids: HP Chromebook 11a Laptop
• Best for high school students: Acer Chromebook Spin 714
• Best eco-friendly: Framework Laptop Chromebook Edition
• Best value: ASUS 14-inch 2-in-1 Chromebook Plus

How we selected the best Chromebooks for students

We pulled together this list based on hands-on testing performed by the PopSci staff and extensive research of consumer feedback. We then reviewed that through our skeptical spectacles, formed by our collective parenting experience of buying, replacing, repairing, recycling, and swearing about a graveyard of gadgets and computers that went through our kids’ hands. They may have tried valiantly to care for them, but this skill requires practice and failure like any other.

The best Chromebooks for students: Reviews & Recommendations

First things first: What is a Chromebook? Chromebooks look like laptops and feel like laptops, but think of them as a unique category of computing devices. Chromebooks are internet-viewing devices with full-sized keyboards and decent-sized screens. They are defined by their operating system, ChromeOS , which will feel familiar to anyone who uses Google’s Chrome web browser. The platform relies on a good internet connection to power web-based applications from the Chrome and Android app stores and cloud-based file storage. 

Chromebooks excel at everyday computer tasks: web browsing, using a word processor, making simple spreadsheets, and streaming videos. Does the kid’s school use Google Suite? The move will be seamless. Used to Mac or Windows operating systems? Chromebooks may feel underpowered, but they aren’t designed for resource-intensive applications like making music or editing videos. Still, plenty of students—and adults—use their laptops almost exclusively to go online. People who live and learn within a browser can avoid paying for high-priced computing power that exceeds their needs by opting for one of the Chromebook laptops below. 

• Dimensions: 12.4 inches by 9 inches by 0.78 inches
• Weight: 3.52 pounds
• Screen size: 14-inch WUXGA
• Memory: 8GB
• Processor: Intel Core i3 (13th generation)
• Storage: 128GB
• Graphics: Intel UHD Graphics
• Camera: 1080p
• Touchscreen: Yes
• Battery life: Up to 10 hours
• Backlit keyboard
• 2-in-1 design
• Headphone jack
• microSD slot
• 1-year manufacturer warranty
• Stylus pen ready but not included
• Body looks metal but is and feels plasticky
• OK battery life

We selected the Lenovo IdeaPad Flex 5i Chromebook Plus as our best overall option for students because of its Goldilocks components and $500 recommended price tag. It’s small but not too small, and at three-and-a-half pounds, it is light but not the lightest. There’s 128GB of storage (a good amount for a Chromebook) and the Intel Core i3 processor and 8GB of memory make the whole thing feel fast, regardless of whether the student is watching YouTube videos or working on a spreadsheet. This model’s software enhances online chatting or sitting in a virtual classroom by canceling out noise, adjusting lighting, and blurring backgrounds for privacy. 

The flip-and-fold design lets kids use it as a tablet, laptop, or set up as a tent, and the full high-definition 14-inch matte screen supports multitouch interactions. It has a decent array of ports— headphone jack , USB-A, USB-C, and a microSD —to connect to other accessories as needed. The Chromebook tablet can be used with a stylus, but that’s an additional purchase. 

The “Chromebook Plus” moniker is an official Google designation that means the device meets more powerful minimum specs than other models and comes loaded with productivity and creativity apps. 

• Dimensions: 11.22 inches by 7.6 inches by 0.66 inches
• Weight: 2.36 pounds
• Screen size: 11-inch high-definition anti-glare
• Memory: 4GB
• Processor: MediaTek MT8183
• Storage: 64GB
• Camera: 720p 
• Touchscreen: No
• Battery life: Up to 15 hours
• Inexpensive
• Very lightweight
• Small form factor for little hands
• Long battery life
• Dialing down specs means potentially outgrowing sooner
• No touchscreen

We picked the HP Chromebook 11a Laptop for early elementary school kids because when you are little, scale matters. In the early elementary school years, kids have two distinct looks: the tiny kid with a proportional backpack and arms full of regular-sized folders and papers that didn’t fit inside or the tiny kid with a regular-sized backpack that looks like it might pull the wearer down to trap them on their back forever like a turtle.

Little backpacks and little hands are better served with a small Chromebook. The HP Chromebook 11a has a smaller 11.6-inch screen; at 2.36 pounds, it’s the lightest Chromebook on our list. We’ve also lowered our expectations for specs, as kids are likely watching some YouTube videos or doing resource-light computing. For these young kids, we’ll trade a MediaTek processor (a major player in the mobile processor market), 4GB of memory, and lower, 64GB storage for a roughly $200 price tag. It makes it more palatable should something very normal, like being dropped, crushed, or spilled on—happen. This option is suited for parents who predict a short life—or perhaps a rough one—for their kid’s Chromebook. 

• Dimensions: 12.3 inches by 8.8 inches by 0.71 inches
• Weight: 3.02 pounds
• Screen size: 14-inch WUXGA, 16:10 aspect ratio
• Processor: Intel Core i5 (13th generation)
• Storage: 256GB
• Graphics: Intel Iris Xe
• Camera: QHD MIPI 2K 
• Privacy shutter on webcam
• Antibacterial Gorilla Glass screen
• MIL-STD 810H 
• Two colors: Steel gray, iron
• 1-year manufacturer’s warranty
• OK speakers
• A touch on the heavy side

Not to be old, but I remember when high school students had to lug things called “books” in backpacks so heavy they could knock shoulders and spines out of alignment for entire academic years. High school hasn’t been like that for a long time. To set up your student for success now, give them a boost in processing power and upgraded voice conferencing tools because their online lives are just as demanding as your work meetings. The Acer Chromebook Spin 714 boasts a 13-generation Intel Core i5 processor, which makes it smooth to switch between apps or leave dozens of Chrome tabs open. However, students may struggle with resource-intensive projects like serious media editing or design projects or if they’re a big gamer. Those activities need a laptop with higher-end processors and more memory . 

For a Chromebook, the Spin features a webcam that is better than average at 2K pixels with a privacy shutter and noise reduction tech to cut out background blabber. It also has a more premium feel than other Chromebooks, with sturdy hinges to handle all the folding and tenting 2-in-1 devices go through and an antimicrobial Gorilla Glass screen for additional durability. The Spin meets military specs for durability, but don’t confuse that for a rugged device; I know more than one teenager who can break MIL-SPEC devices due to carelessness.

The Spin 714’s suggested retail is $700, higher than many other options, but we’ve found this touchscreen Chromebook for as low as $550. However, the whole Spin line offers good Chromebooks for education. The smaller Acer Spin Chromebook 311 made our list of Chromebooks for under $300 , though the tradeoff is a smaller screen, a slower MediaTek Kompanio 500 series processor, and a 720-pixel webcam. 

• Dimensions: 11.6 inches by 9 inches by 0.63 inches
• Weight: 2.8 pounds
• Screen size: 13.5 inches, 3:2 aspect ratio
• Processor: Intel Core i5 (12th generation)
• Graphics: Iris Xe Graphics
• Camera: 1080p 
• Battery life: Up to 8 hours
• Four customizable expansion ports
• Comes with power adapter, expansion cards, and Framework screwdriver
• 1-year warranty
• More expensive
• Lower battery life

The Framework Laptop Chrome Edition bucks plenty of industry practices. At a time when most electronics are treated as disposable objects, Framework builds laptops that allow owners to repair and replace components as they see fit ( read our review of a Framework Laptop here ). It may seem like common sense, but it took many legislative pushes to get “right to repair” bills to counter many companies’ approach to voiding warranties, making batteries irreplaceable, and other tactics that lock down the devices you buy from them. 

At about $1,000, the Framebook Chromebook costs more than our other options and is a splurge by Chromebook standards. Still, its aluminum body houses a 12-generation Intel Core processor, 8GB memory, and an initial storage capacity of 256GB. Ports are customizable: Each Chromebook has four expansion slots, so users can mix and match microSD, USB-C, USB-A, HDMI , DisplayPort , and Ethernet options. They also can be changed later. Other Framework laptops offer ways to up the processor, storage, graphics, and keyboard components, but the Chromebook version currently lacks those options.

Still, we like this for students because it’s for long-term ownership. Unless your kids double as a wrecking crew, a Framebook Chromebook can offer a lesson in taking care of things and evaluating whether a problem can be solved through a bit of sweat equity before opting to replace it. Gentle users may be able to pass this from older siblings to younger ones. They also can build the curiosity and confidence of tinkers-to-be. Changing port expansion cards is more like popping out LEGOs than building a PC from scratch. 

• Dimensions: 12.6 inches by 9.3 inches by 0.81 inches
• Weight: 4.08 pounds
• Screen size: 14 inches WUXGA
• Processor: AMD R-Series SOC
• Graphics: AMD Radeon
• Battery life: Up to 13 hours
• Heavier than other options on this list
• Screen brightness is about 300 nits, a bit dim

The ASUS 14-inch 2-in-1 Chromebook Plus is another model with Google-approved productivity and creativity apps with more powerful stats. Initially, the model retailed for $499 but we’ve been seeing it for as low as $349—a great value at that price point.

It’s another 2-in-1 design with a touchscreen, a 1080p front-facing camera, and a built-in mic for easy virtual meetings. Where this Chromebook differs is the color—it’s blue!—and an AMD R-Series SOC processor. AMD is the Pepsi to Intel’s Coke. Which processor you prefer is a matter of taste, but it is ample for most school-age kids’ work. 

At just over 4 pounds, this is the heaviest option on this list despite having the same screen size as most other choices.

What to consider when buying the best Chromebook

Choosing Chromebooks for school is a balance of understanding your kid’s age group, their assignments, and how well (or not) they take care of devices. Students don’t necessarily need the power of a full-fledged, top-of-the-line laptop, especially at elementary school ages. They need a stable and reliable internet connection, the ability to do online exercises and quizzes, write up some papers, and work up presentations with clip art from who knows where. A good middle ground is 8GB RAM, 128GB of storage, and recent generations of Intel or Ryzen processors, but dial-up or down according to age. Younger kids can get away with less processing and storage power, but older age groups or more advanced coursework merit sliding up. 

Prices range wildly, but the spread is not as crazy as shopping for traditional laptops. You can find cheap Chromebooks and premium models hovering around a grand. Once a novelty, many Chromebooks feature touch screens and 2-in-1 designs so they can be used as tablets, too. Regardless of age, we recommend giving hinges a good look to see if they will handle being opened and closed repeatedly, possibly for no other reason than your kid is curious how sturdy they are. Expect plastic bodies, but some may feature metal hinges. Beyond that, consider the following specs:

Premium Chromebook models rock the latest and greatest processor chips from Intel Core or AMD Ryzen, but the bulk of options will be a few generations behind. If performance is the key consideration, opt for the latest and greatest within your budget for the snappiest multitasking possible. However, students, particularly younger ones, often only need a little muscle to take online quizzes or write papers. Consider workload and work type, and we recommend more powerful processors for older students. 

Display  

Chromebook screens don’t vary as widely as regular laptops. They tend to prioritize lightweight screens over bells and whistles. Displays are usually between 12 and 14 inches, though some 16 inches are out there. A 1920 x 1080 resolution full high-definition screen should be plenty for web browsing, streaming, and sitting through online sessions. Avoid sub-1080p screens, though. Online classroom meetings deserve better. 

Touchscreens are common in the Chromebook category, as many devices come in 2-in-1 display varieties.

Memory and storage

Memory and storage specs are far lower than those of traditional laptops. This is partly because ChromeOS has only modest requirements, and apps take up a small space. The other reason is that Chromebook users are expected to store things in the cloud. Most Chromebooks demand a minimalist approach to local storage but aim for at least 128GB for photos, videos, and other files you’ll want to access offline. 

We prefer at least 8GB of RAM, which offers a noticeable boost in performance, especially for games, Android creativity apps, and keeping many browser tabs open simultaneously.

Q: Are Chromebooks worth it for students?

Chromebooks can be an excellent choice for students in our post-pandemic, web-based school environment. Though prices have increased recently, most Chromebooks focus on enough power and enough speed to research, join video chats, and write papers and presentations well without costing thousands of dollars.

Q: What is the best Chromebook for a teenager?

Depends on the teenager, but school workloads and extracurricular hobbies may exceed Chromebooks. Schoolwork like writing papers and reading online textbooks is easily handled. However, should your teen start media-heavy design or engineering work that needs large storage space and beefier processors, consider options like long-time student favorites from Dell , HP , or Apple (including options geared toward college if your student is midway through high school or so).  Then there’s the g-word: gaming. In my household, gaming, not school work, was the priority as we entered the teen years. Manufacturers are rolling out a new generation of Chromebooks that support cloud-based gaming—things like Android games. However, we’d still recommend one of our best gaming laptops under $1,000 to take advantage of a broader spectrum of play. 

Q: What are the disadvantages of a Chromebook?

The main disadvantage of Chromebooks is their limited offline capabilities. No Wi-Fi signal ? Too bad unless you had the foresight to flag some work as “offline accessible.” Your Chromebooks will only be able to do a fraction of tasks and have to go back online to sync projects like writing a report in Google Docs. Software will be limited to web-based applications, but that category of productivity and creative tools is growing. If the pros to a Chromebook are affordability and portability, some cons are lower local storage capacity and less powerful hardware specifications than traditional laptops. This can impact their ability to handle resource-intensive tasks like video editing, gaming, or running complex software.

Q: Do Chromebooks have accessibility features?

Chromebooks have many accessibility features baked into the operating system so that students can customize them to their needs or preferences. For vision impairments or just comfort for kids staring at screens all day, Chromebooks have settings to enlarge or magnify content, including text, change colors for sharper contrast, and ChromeVox, a built-in tool that reads on-screen text aloud. Other tools allow for spoken feedback and tools to adapt to dexterity challenges. 

Final thoughts on the best Chromebooks for students

For students who need an affordable yet capable laptop for web-based assignments and content consumption, Chromebooks can be wallet-friendly options for parents, whether they’re shopping for little kids or soon-to-be high schoolers. The trick to locating the right Chromebook is matching the processing and storage power with the durability needed to survive being carried to and from school. 

The Lenovo IdeaPad Flex 5i Chromebook Plus strikes a nice balance between performance, portability, and price, as does our budget pick, the similarly outfitted ASUS 14-inch 2-in-1 Chromebook Plus. For young elementary school students, consider the compact HP Chromebook 11a Laptop that is perfectly sized for little hands, while high schoolers will appreciate the Acer Chromebook Spin 714’s processing power and premium features like an enhanced webcam. For those looking to reduce electronic waste, the Framework Laptop Chromebook Edition is a smart eco-friendly choice with its repairable, modular design. 

And regardless of which one you pick, get a case. 

Why trust us

Popular Science  started writing about technology more than 150 years ago. There was no such thing as “gadget writing” when we published our first issue in 1872, but if there was, our mission to demystify the world of innovation for everyday readers means we would have been all over it. Here in the present, PopSci is fully committed to helping readers navigate the increasingly intimidating array of devices on the market right now.

Our writers and editors have combined decades of experience covering and reviewing consumer electronics. We each have our own obsessive specialties—from high-end audio to video games to cameras and beyond—but when we’re reviewing devices outside of our immediate wheelhouses, we do our best to seek out trustworthy voices and opinions to help guide people to the very best recommendations. We know we don’t know everything, but we’re excited to live through the analysis paralysis that internet shopping can spur so readers don’t have to.

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Guest Essay

The Most Important Thing I Teach My Students Isn’t on the Syllabus

By Frank Bruni

Mr. Bruni is a contributing Opinion writer and the author of the forthcoming book “The Age of Grievance,” from which this essay is adapted.

I warn my students. At the start of every semester, on the first day of every course, I confess to certain passions and quirks and tell them to be ready: I’m a stickler for correct grammar, spelling and the like, so if they don’t have it in them to care about and patrol for such errors, they probably won’t end up with the grade they’re after. I want to hear everyone’s voice — I tell them that, too — but I don’t want to hear anybody’s voice so often and so loudly that the other voices don’t have a chance.

And I’m going to repeat one phrase more often than any other: “It’s complicated.” They’ll become familiar with that. They may even become bored with it. I’ll sometimes say it when we’re discussing the roots and branches of a social ill, the motivations of public (and private) actors and a whole lot else, and that’s because I’m standing before them not as an ambassador of certainty or a font of unassailable verities but as an emissary of doubt. I want to give them intelligent questions, not final answers. I want to teach them how much they have to learn — and how much they will always have to learn.

I’d been on the faculty of Duke University and delivering that spiel for more than two years before I realized that each component of it was about the same quality: humility. The grammar-and-spelling bit was about surrendering to an established and easily understood way of doing things that eschewed wild individualism in favor of a common mode of communication. It showed respect for tradition, which is a force that binds us, a folding of the self into a greater whole. The voices bit — well, that’s obvious. It’s a reminder that we share the stages of our communities, our countries, our worlds, with many other actors and should conduct ourselves in a manner that recognizes this fact. And “it’s complicated” is a bulwark against arrogance, absolutism, purity, zeal.

I’d also been delivering that spiel for more than two years before I realized that humility is the antidote to grievance.

We live in an era defined and overwhelmed by grievance — by too many Americans’ obsession with how they’ve been wronged and their insistence on wallowing in ire. This anger reflects a pessimism that previous generations didn’t feel. The ascent of identity politics and the influence of social media, it turned out, were better at inflaming us than uniting us. They promote a self-obsession at odds with community, civility, comity and compromise. It’s a problem of humility.

The Jan. 6 insurrectionists were delusional, frenzied, savage. But above all, they were unhumble. They decided that they held the truth, no matter all the evidence to the contrary. They couldn’t accept that their preference for one presidential candidate over another could possibly put them in the minority — or perhaps a few of them just reasoned that if it did, then everybody else was too misguided to matter. They elevated how they viewed the world and what they wanted over tradition, institutional stability, law, order.

It’s no accident that they were acting in the service of Donald Trump, whose pitch to Americans from the very start was a strikingly — even shockingly — unhumble one. “I alone can fix it,” he proclaimed in his 2016 speech accepting the Republican Party’s nomination for president; and at his inauguration in January of the following year, the word “humbled,” which had been present in the first inaugural remarks of both Barack Obama and George W. Bush, was nowhere to be found. Nor were any of its variants. That whole sentiment and politesse were missing, as they had been during a campaign centered on his supposed omniscience.

There are now mini-Trumps aplenty in American politics, but anti-Trumps will be our salvation, and I say that not along partisan or ideological lines. I’m talking about character and how a society holds itself together. It does that with concern for the common good, with respect for the institutions and procedures that protect that and with political leaders who ideally embody those traits or at least promote them.

Those leaders exist. When Charlie Baker, a former Massachusetts governor, was enjoying enormous favor and lofty approval ratings as a Republican in a predominantly Democratic state, he was also stressing the importance of humility. He was fond of quoting Philippians 2:3, which he invoked as a lodestar for his administration. “Do nothing out of selfish ambition or vain conceit,” it says. “Rather, in humility value others above yourself.”

That’s great practical advice for anyone in government, where most meaningful success hinges on teamwork and significant progress requires consensus. Governing, as opposed to demagoguery, is about earning others’ trust and cooperation. Exhibiting a willingness to listen to and to hear them goes a long way toward that.

“Insight and knowledge come from curiosity and humility,” Mr. Baker wrote in a 2022 book, “Results,” coauthored with his chief of staff, Steve Kadish, a Democrat. “Snap judgments — about people or ideas — are fueled by arrogance and conceit. They create blind spots and missed opportunities. Good ideas and interesting ways to accomplish goals in public life exist all over the place if you have the will, the curiosity, and the humility to find them.”

Humble politicians don’t insist on one-size-fits-all answers when those aren’t necessary as a matter of basic rights and fundamental justice. Humble activists don’t either. The campaign for same-sex marriage — one of the most successful social movements of recent decades — showed that progress can be made not by shaming people, not by telling them how awful they are, but by suggesting how much better they could be. Marriage-equality advocates emphasized a brighter future that they wanted to create, not an ugly past that they wanted to litigate. They also wisely assured Americans that gay and lesbian people weren’t trying to explode a cherished institution and upend a system of values, but instead wanted in.

“I don’t want to disparage shouting and demands — everything has its place,” Evan Wolfson, the founder of the pivotal advocacy group Freedom to Marry, told me when we revisited the movement’s philosophy and tactics. At times, he acknowledged, champions of a cause “need to break the silence, we need to push, we need to force.”

“But I used to say, ‘Yes, there’s demanding, but there’s also asking,’” he recalled. “And one is not the enemy of the other. People don’t like being accused, people don’t like being condemned, people don’t like being alienated. It’s a matter of conversation and persuasion.”

That’s consistent with the message delivered by Loretta Ross, a longtime racial justice and human rights advocate, through her teaching, public speaking and writing. Troubled by the frequent targeting and pillorying of people on social media, she urged the practice of calling in rather than calling out those who’ve upset you. “Call-outs make people fearful of being targeted,” she wrote in a guest essay for Times Opinion . “People avoid meaningful conversations when hypervigilant perfectionists point out apparent mistakes, feeding the cannibalistic maw of the cancel culture.” Instead, she advised, engage them. If you believe they need enlightenment, try that route, “without the self-indulgence of drama,” she wrote.

She was preaching humility.

She was also recognizing other people’s right to disagree — to live differently, to talk differently. Pluralism is as much about that as it is about a multiracial, multifaith, multigender splendor. That doesn’t mean a surrender or even a compromise of principles; a person can hold on to those while practicing tolerance, which has been supplanted by grievance. Tolerance shares DNA with respect. It recognizes that other people have rights and inherent value even when we disagree vehemently with them.

We all carry wounds, and some of us carry wounds much graver than others. We confront obstacles, including unjust and senseless ones. We must tend to those wounds. We must push hard at those obstacles. But we mustn’t treat every wound, every obstacle, as some cosmic outrage or mortal danger. We mustn’t lose sight of the struggle, imperfection and randomness of life. We mustn’t overstate our vulnerability and exaggerate our due.

While grievance blows our concerns out of proportion, humility puts them in perspective. While grievance reduces the people with whom we disagree to caricature, humility acknowledges that they’re every bit as complex as we are — with as much of a stake in creating a more perfect union.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Frank Bruni is a professor of journalism and public policy at Duke University, the author of the book "The Age of Grievance" and a contributing Opinion writer. He writes a weekly email newsletter .   Instagram   Threads   @ FrankBruni • Facebook

Stuart Hall caps off research project; Shelburne student honored for essay: CHALKBOARD

School- and youth-related news.

Stuart Hall students cap off research project with symposium

STAUNTON — Students at Stuart Hall School will soon cap a year of independent research with the nearby Woodrow Wilson Presidential Library and Museum by presenting their findings at an evening symposium.

The Monday, May 20, event culminates the students’ explorations into the decade of 1912-1922. The History III: Historical Research class has examined such diverse matters as the rights of women and LGBTQ communities, the origin of some professional sports leagues, and the global fallout from war and pandemic.

The symposium will begin at 7 p.m. at the Wilson Library, at 20 N. Coalter Street.

Timothy Layne, who teaches the Stuart Hall class, says the evening program will give the audience a fuller understanding of this complex and eventful time. At the same time, the scholars will learn what it’s like to “present your work at an academic conference.”

“It’s cool to be able to say, ‘Our students are presenting research at a presidential library,’ not just, ‘with the cooperation of a presidential library,'" said Layne.

Students used the fall and winter to develop research skills before selecting their topics and then identifying a question that tied into their topic. With every visit to the Wilson Library, the teenagers immersed themselves in primary documents that could speak to their particular question and inform an answer.

This semester, the class has shifted its work to using those answers as the basis for its research papers. Students are writing draft after draft, and classmates and Layne review them for completeness.

As new information shaped the class’s understanding of this transformative era, thesis statements evolved and conclusions shifted. Layne calls that an anticipated part of the process.

“Expect your ideas to change,” Layne advised the class. “You might think a source is one you’re going to use a lot, but as you go, maybe you won’t find it as relevant as you’ll find other material.”

By the time of the symposium, Layne has told his students they should be an expert on this topic, possibly even knowing it better than Layne himself.

The completed research papers will go into Stuart Hall’s library, the first installment of what Layne hopes will become “a body of literature” on this important era in world history. 

“This class is one of the most exciting things I’ve gotten to do professionally,” Layne says.

The May 20 event is open to the public.

Cobb new director of talent development for Waynesboro Schools

WAYNESBORO — Waynesboro Public Schools announced the appointment of Melissa Cobb as the director of talent development following a decision made at a called meeting of the Waynesboro School Board.

Cobb will commence her new role within the school division this summer. Currently serving as an assistant principal at Waynesboro High School, Cobb brings a wealth of experience and leadership skills to her new position.

Waynesboro Superintendent Jeffrey Cassell emphasized Cobb's potential to elevate the office of instruction's effectiveness in supporting educators at all stages of their careers, saying she will continue the excellent work of those already in the department.

"With an increasing number of new educators to our profession, the extra pair of hands will go a long way in giving our teachers and students what they need to be successful," said Cassell.

Prior to her tenure in Waynesboro, Cobb served as the principal of Parry McCluer High School in Buena Vista for four years and taught history in both Buena Vista City Schools and Augusta County Schools for nine years.

"Ms. Cobb's extensive expertise extends to various areas including new teacher/mentor training, professional development initiatives, and instructional strategies such as project-based learning and the integration of technology in the classroom," a press release said. "Her profound understanding of educational needs and her dedication to nurturing talent will be instrumental as she joins the office of instruction team at central office."

Cobb has her bachelor’s and master’s degrees from Mary Baldwin University, and an administrative endorsement from Longwood University. She is currently pursuing her doctoral degree at Old Dominion University.

In her new role, Cobb will report directly to Tim Teachey, the executive director of instruction.

If I Were Mayor contest

STAUNTON — Aiswarya Vinu, a seventh-grader at Shelburne Middle School, won the statewide "If I Were Mayor" essay contest for Region 3. The contest, sponsored by the Virginia Municipal League, asked seventh- and eighth-graders to describe what solutions they would implement for issues affecting their community if they were mayor.

Vinu's essay focused on low teacher salaries in Staunton. Vinu was one seven regional winners. The overall state winner was Piper Dellingerof Signal Knob Middle School in Strasburg.

The essay contest is a key component of VML’s civic education programming, which seeks to teach school children and adults how local government works and how they can become involved in making their communities better places to live, work and play.

Ten other Shelburne students received honorable mentions, including Aaliyah Sprouse, Alex Carpenter, Cameron Boyle, Catherine Montijo, Francis O’Shea, Giuliana Migliaccio, Jacob Holsinger, Jossalyn Mask, Katelyn Blackwell, and Logan Campbell.

Regional winners receive a $150 gift card and a plaque, and their essays will be featured in Virginia Town & City magazine. Staunton City Council also recognized Vinu at a recent meeting.

Read Vinu's essay, along with essays from all the other regional winners and the overall state winner, on the Virginia Municipal League's website .

More: Do no harm: Staunton pharmacy still on probation after board investigation in 2023

More: Schola Cantorum will present its spring concert, 'An American Portrait,' Sunday, May 5

—  Patrick Hite is The News Leader's education reporter. Story ideas and tips always welcome. Contact Patrick (he/him/his) at  [email protected]  and follow him on Twitter  @Patrick_Hite . Subscribe to us at  newsleader.com .

Wayne State University

School of information sciences, school of information sciences current students, mlis graduation assessment.

Please note:  Information regarding the MSIS graduation assessment is available on the MSIS Graduation Assessment webpage .

Information regarding the Certificate Graduation Assessment is available on the Certificate Graduation Assessment webpage .

The MLIS graduation assessment includes all the following items:

• A reflective essay
• Four artifacts or assignments supporting student learning outcome proficiency as discussed in the reflective essay
• A professional resume
• Completed survey in graduation assessment Canvas site

In the  reflective essay , the student discusses how they have developed as an information professional and demonstrates how they have become proficient in each of the MLIS student learning outcomes.

As a concluding piece of the essay, the student includes their stance or  philosophy of the information profession . This philosophy will be supported by using readings of the research, professional literature, personal experiences, and the degree-specific student learning outcomes. The student may address questions like:  What is an information professional? What are the characteristics, qualities and knowledge that will be most important to you as an information professional?

An  artifact  in the context of MLIS graduation assessment may refer to any sample work a student has completed in a course since entering the School.

Students must back up course artifacts to multiple locations during the course of their studies at the school. Students must not rely on the learning management system (e.g., Canvas) as a backup system. It is not the responsibility of the school, its staff or faculty, to retain copies of student work.

Please check each of the following areas for complete information on the preparation, submission and evaluation of the MLIS Graduation Assessment. [links below to be updated]

• Graduation assessment preparation
• Instructions on writing the reflective essay  
• Graduation assessment submission  
• Graduation assessment evaluation

If you have any questions on the completion of your graduation assessment, you may contact  Academic Services Officer Amber Case .

Preparation

Each graduating student is required to pass the MLIS Graduation Assessment requirement for their graduation. The MLIS Graduation assessment should include all the following items: 

A Reflective Essay 

Four artifacts or assignments supporting student learning outcome proficiency as discussed in the Reflective Essay 

A professional resume 

Completed survey in Graduation Assessment Canvas site 

Note that you have to include all required items in order to pass the MLIS Graduation Assessment requirement. 

In the Reflective Essay, students demonstrate their competency in the MLIS student learning outcomes, analyze the contribution of included artifacts to the students' professional development, and describe students' beliefs regarding the professional responsibilities of an information professional. Please follow the  Instructions for Writing Reflective Essays  link for more detail. 

An artifact in the context of the Graduation Assessment may refer to any sample work a student has completed in a course since entering the School. 

A total of 4 different artifacts should be uploaded to the Graduation Assessment Canvas site. 

The artifact can be in a variety of different formats, such as a paper, a website, a database, group projects, etc. 

The artifact does not have to be a formally graded assignment. 

Students can choose multiple artifacts from one course. 

The sample artifacts students choose to include in the MLIS Graduation assessment should be of the highest quality representing the student learning outcomes. Students are responsible for retaining the necessary documentation of all artifacts. please refer to  the document storage and retention policy . 

The student also needs to complete a survey evaluating their learning outcome proficiency in the Graduation Assessment Canvas site.   

Instructions for Writing Reflective Essays

In the MLIS reflective essay, the student will demonstrate their competency in each of the MLIS student learning outcomes, and develop a Professional Information Philosophy that is grounded in the MLIS Learning Outcomes . 

Instructions 

In the reflective essay, the student will discuss how s/he has developed as an information professional during the School. The student will discuss each of the four MLIS student learning outcomes, and demonstrate how they have become proficient in these learning outcomes. 

The essay should following standard writing practice, with introduction, subheadings, and conclusion piece, free of grammar and typo mistakes.  References are required.  

For each MLIS learning outcome, the student uses 300-350 words to demonstrate their understanding of the learning outcome, and then uses an appropriate artifact to support their competency in the learning outcome.  

Since multiple components are included in each learning outcome, the student can address one or two components for each learning outcome. Please use several sentences to justify your focus on those components. 

For example : for LO#3, “Demonstrate professional competency, including critical thinking, research, communication, cultural competence, technology development, digital literacy, leadership, lifelong learning, and adherence to professional ethics”, students might address only “technology development” and “lifelong learning” components in their reflections.  

As a concluding piece of the essay, the student will include their stance or philosophy of the information profession. The student will gird the philosophy piece using readings of the research, professional literature, personal experiences, and the learning outcomes. Students can address questions like: What is an information professional? What are the characteristics, qualities and knowledge that will be most important to you as an information professional? 

Use of writing in the first person is encouraged.    Essay Submission 

The final product will be a 1400-1700 word reflective essay, with suitable and ethical citation practices followed (final word count excludes bibliography). Please note that this is not a personal history or review of courses taken during the School. Instead, it is an articulation of your growth as an information professional and your adoption of a personal professional philosophy. 

You may submit the reflective essay in .doc, .docx, or pdf formats. Please do not submit the essay in .zip or .rar format. 

Make sure your reflective essay has the following elements: 

Introduction 

Discussion of each MLIS learning outcome 

Discussion of appropriate artifacts in relation to each MLIS learning outcome 

Professional philosophy 

Conclusion 

References   

A student's Graduation assessment will be evaluated by an Assessment Committee using the grading rubrics below. 

The Assessment Committee will consist of two Faculty members, chosen at random from a pool of available faculty during the semester the student graduates. 

If a student has all the required items and receives a score of 21 and above out of 35, s/he can pass the MLIS Graduation Assessment requirement for graduation. A student who does not pass the Graduation Assessment will meet with the School Associate Dean and the student's assessment committee for review and recommendation for further action. 

Grading Rubrics used for the MLIS Graduation assessment review. 

After a student has successfully completed all required courses with an overall GPA of 3.0 or better and has removed all Incomplete grades from the student's record, the student can submit their Graduation Assessment for formal review. Courses taken in the graduation semester must be successfully completed during the semester.

The Graduation Assessment should be submitted by 11:59 p.m. ET on the following dates:  Fall: November 1; Winter: March 1; Spring/Summer: August 15 . (Students who complete their coursework Spring Term and wish to graduate at the end of June must complete and submit their Graduation assessments by June 20. Students who wish to graduate Summer Term or Spring/Summer Term must complete and submit their Graduation assessments by August 15.)

All required elements of the Graduation assessment must be submitted by the due date to be reviewed for that semester. If the Graduation Assessment materials are not submitted on time, you cannot graduate until successful completion of the Graduation Assessment requirement in a subsequent semester.

Each semester, shortly after the due dates for graduation application, graduating students are given access to a semester-specific SIS Graduation Assessment Site. The site will appear on students' Canvas Dashboard. The deadlines for graduation application are posted regularly on both the School and WSU websites.

The student has two weeks or more, depending on the semester, after the graduation application due date to submit all the required documents through the SIS Graduation Assessment Canvas Site and complete the survey there. Spring/Summer graduates may have more time. Please use the due dates mentioned above as guidance. The submission process is identical to submitting an assignment through a normal Canvas course.

After the faculty has graded all of the submissions, an email will be sent out to the student that indicates the final result of their Graduation Assessment and what, if any, action is required on the student's part. Students can also check Canvas for their Graduation Assessment grades.

What Professors Owe Our Students Right Now

T uesday, April 23, was the last day of my class for the semester at Barnard College, Columbia University’s sister college, and I woke up to several emails from my students that morning. “I don’t want to come to campus,” they said. “I don’t feel safe.”

I didn’t blame them. Police in riot gear lined up along Broadway. Protesters from outside the university had gathered at the gates, drawn to campus by the hullabaloo. Media narratives swirled about a campus run amuck; no doubt worried parents were texting them to be careful.

Our campus no longer felt like ours.

Days earlier, on April 17, the campus had woken up to dozens of green tents that had sprung up like mushrooms on a campus lawn. Many in the media have blamed the crisis that ensued on the pro-Palestinian students who organized the encampment to protest the war in Gaza and pressure the university to divest from companies doing business in Israel. But as a faculty member watching the conflict unfold, I believe it is not the encampment itself, but the administration’s response to it, that has incited our current crisis.

Hours after the tents appeared, Columbia President Minouche Shafik sat down before a congressional hearing entitled “Columbia in Crisis: Columbia University’s Response to Antisemitism.” For nearly four hours, members of congress grilled Shafik , alleging Columbia had been overrun by “pro-terrorist” activists and accusing the University of being a “hotbed of antisemitism.” Her inquisitors made a variety of false and misleading allegations about the university, its students, and its faculty. In response, Shafik pledged order and discipline.

On Thursday, she made good on that promise. Less than 24 hours after the hearings, dozens of police in riot gear descended on campus , entered the encampment, and carted off over a hundred students in zip ties. The move has ignited a firestorm on our campus, which has now spread to more than a dozen schools across the country.

Faculty have different opinions about the substance of the student protestors’ demands. They have different positions on the crisis in the Middle East. But the administration’s decision to call in the NYPD has provoked widespread outrage. The rapid and overwhelming use of force seems disproportionate to a nonviolent student protest. The resort to force has further inflamed the already difficult dialogues that have animated our campus this year—about Israel and Palestine, academic freedom, and where one person’s right to expression ends and another one’s right to be free of harassment begins. Ultimately, too, it has called into question what we, as professors, owe our students.

In response to the arrests, many of my colleagues have jumped in to support our students, especially those from Barnard, who in addition to being arrested and suspended were summarily evicted from their dorms and now have nowhere to sleep. We organized a rally to protest the arrests and suspensions of peaceful student protesters and to affirm the value of free expression.

Read more: Scenes From Pro-Palestinian Encampments Across U.S. Universities

Students too have responded to the moment. The pro-Palestine encampment is gone—but another one materialized within an hour on an adjacent lawn. The organizers wrote a code of conduct governing the space and have organized interfaith services, a teach-in on antisemitism, and a Passover Seder. A member of Columbia’s Task Force on Antisemitism —a campus body formed in the fall and tasked with “understanding how antisemitism manifests on campus”—arrived with a shank bone for the Seder. Together with faculty, students have trained in de-escalation strategies to protect the campus from provocateurs who have arrived seeking conflict. Student journalists from The Columbia Spectator and KCRW Radio have kept campus—and the world—informed about what is happening, even as the administration has limited press access to campus.

Meanwhile, the administration’s decision to arrest and suspend has not made any of us safer. In fact, it has provoked disorder. A week after the mass arrests, the campus feels under siege—not from the students in the (second) encampment, but from outside forces hellbent on dividing us. These include hostile members of congress (on April 24, House Speaker Mike Johnson held a press conference in the center of campus and lectured our students to “ go back to class ”) and inflammatory media narratives about violence and chaos. Proud Boys co-founder Gavin Mcinnes was spotted on campus yesterday, and there are reports of far-right media figures headed for campus as I write this.

These agents of chaos do not share the university’s values. Yet these are exactly the values we owe our students. We owe them serious discussion, not viral soundbites. We owe them interactions based on reason, not force. We owe them a commitment to free inquiry. We can acknowledge that others’ expressions may cause us deep discomfort but also help them to understand the difference between discomfort and real harm. We can help them listen respectfully to those with whom they disagree.

Unfortunately, a panicked university administration has genuflected to the outsiders, and in the process, has failed to stand for what we as an academic community must defend: not just issues concerning Israel or Palestine, but what students deserve above all—the conditions that make reasoned teaching, research, and discussion about this and many other issues possible in the first place. Instead of restoring order, the administration has sown chaos and exposed community members to actual danger. If we are to reclaim our university, faculty and students must do it together. We must work to quell tensions, to support one another, and, with helicopters buzzing overhead and worried texts filling our phones, to forge ahead with the important business of teaching and learning.  

I think we’ve done an admirable job.

On Tuesday before class, in response to the emails arriving in my inbox, I sent my students a message: “Whether you attend remotely or in person, please show up.” Not because I’ll be taking attendance, I told them. Not because it matters for your grade. But because we’ll be talking about today’s readings, the last readings of the semester, and because gathering in a classroom feels like a small act of resistance on a campus besieged.

A half hour later, I walked into the classroom. Dozens of students sat quietly waiting, laptops open. More than a dozen more appeared on zoom, some from their dorm rooms, some from the encampment. Almost every student in the class was there.

They had shown up.

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Columbia faculty, students continue protests; police order dispersal of gathering at UCLA: Updates

Editor's Note: This page is a summary of news on campus protests for Wednesday, May 1. For the latest news, view our live updates file for Thursday, May 2.

NEW YORK − Hundreds of faculty and graduate student workers rallied on a sunny Wednesday afternoon outside Columbia University’s only open entrance, protesting the university’s decision hours earlier to send police on campus and arrest more than 100 pro-Palestinian demonstrators.

Protesters held signs, including “no cops on campus,” as police entered and exited the campus gates just feet away. Others held signs calling for university President Minouche Shafik to resign. Faculty members said access was heavily restricted, as campus was closed for a second day in the period before finals, open only to students living on campus and essential workers.

The NYPD announced almost 300 arrests had taken place Tuesday at Columbia and City College − hours before Los Angeles police in riot gear swept onto UCLA's campus to break up a violent melee between dueling protesters as opposition to Israel's war in Gaza continued to roll through universities across the nation.

Dozens of the New York arrests involved demonstrators removed from an administration building at Columbia, where officers also took down encampments that had been the epicenter of the protests nationwide.

"Students and outside activists breaking Hamilton Hall doors, mistreating our Public Safety officers and maintenance staff, and damaging property are acts of destruction, not political speech," Shafik said in a statement Wednesday. She added that many students felt unwelcome on campus because of the disruption and antisemitic comments made by some protesters.

At City College, affiliated with City University of New York, officials requested NYPD assistance after the college said students and "un-affiliated external individuals" refused to leave. The school issued a statement saying students have a right to demonstrate peacefully but that police were called in because of "specific and repeated acts of violence and vandalism, not in response to peaceful protest."

About 1,200 people in southern Israel were killed and more than 200 taken hostage in the Hamas-led attack on Israel on Oct. 7. The Israeli retaliatory assault has killed nearly 35,000 Palestinians in Gaza, according to the Gaza Health Ministry, and obliterated much of the enclave's infrastructure. The humanitarian crisis has fueled outrage on some U.S. campuses and spurred demands for an end to investment in Israeli companies and amnesty for student protesters.

Developments:

∎ New Hampshire State Police said personnel were at the University of New Hampshire and Dartmouth College on Wednesday night "in response to illegal activity and at the request of local law enforcement." At the University of New Hampshire, police arrested 10 to 20 pro-Palestinian protesters who started setting up an encampment after a rally. Officers at Dartmouth College cleared out the final tents at the campus encampment shortly before 11:40 p.m., its student newspaper reported .

∎ Several hundred protesters gathered Wednesday for a peaceful demonstration on Ohio State University. School officials had locked up some buildings in anticipation of the demonstration. Unlike last week's protest, which led to almost 40 arrests, the crowd began dispersing around 9 p.m. and the demonstration ended before 10 p.m.

∎ Columbia Provost Angela Olinto said all academic activities at the school's main campus for the rest of the semester, including final exams, will be held remotely, with some minor exceptions.

∎ Georgia Gov. Brian Kemp said he supports the strong law enforcement response unleashed on protesters at the University of Georgia and Emory University in Atlanta. “Send a message,'' he said. "We are not going to allow Georgia to become the next Columbia University.”

∎ Protesters and police clashed at the University of Wisconsin in Madison when officers broke up an encampment there Wednesday. Video from the scene showed some protesters being pinned to the ground.

∎ Tulane University said at least 14 protesters were arrested from the "illegal encampment" the school said was dominated by protesters "unaffiliated with our community."

Police order dispersal of large pro-Palestinian gathering at UCLA

Police ordered a large group of Pro-Palestinian demonstrators to leave or face arrest late Wednesday, a night after violence erupted at the encampment by counter-protestors.

Video posted on social media showed counterdemonstrators battering a makeshift barricade around pro-Palestinian protesters at the Los Angeles campus. The Los Angeles Police Department said it responded to UCLA's request to restore order "due to multiple acts of violence within the large encampment" on the campus.

The Los Angeles Times reported police did not intervene for more than an hour after arriving as counterdemonstrators wearing black outfits and white masks − some armed with metal pipes and sticks − repeatedly tried to breach the perimeter of the encampment while campers pushed back and several fights broke out.

Los Angeles police said in a statement Wednesday that officers made no arrests and did not use force in its response to the UCLA campus Tuesday night. The department also noted that no officers were injured.

UCLA canceled Wednesday classes and Chancellor Gene Block, who blamed the violence on a "group of instigators'' who attacked the encampment, said the student conduct process has been initiated and could lead to disciplinary action including suspension or expulsion.

The Times also reported University of California President Michael Drake told the Board of Regents that 15 people were injured in the overnight fracas, and he's ordering an independent review of the events, including how UCLA handled them.

California Gov. Gavin Newsom condemned the violence, saying in a statement , "The right to free speech does not extend to inciting violence, vandalism, or lawlessness on campus. Those who engage in illegal behavior must be held accountable for their actions − including through criminal prosecution, suspension, or expulsion.''

The Jewish Federation Los Angeles issued a statement saying it was "appalled" at the violence, which did not "represent the Jewish community or our values." But the statement also said the UCLA administration was at fault for allowing an environment that made students feel unsafe.

UCLA students barricade themselves in courtyard in tense protest

Hundreds of students at UCLA barricaded themselves in a courtyard between two campus buildings Wednesday, using sheets of plywood, planks, ropes, and tents to block the doors leading from the buildings into the outside area.

The mood was anxious. Sporadic announcements over a loudspeaker informed students they were part of an illegal settlement and would face consequences if they remained. In response, the crowd chanted: “We’re not leaving, we’re not leaving.”

“I’m terrified, obviously, I think everybody is,” said 21-year-old student Aidan Doyle. “But we’re going to stay as long as we possibly can, until we’re being physically removed.”

Thousands of students were spread out in the areas directly outside the main protest. Organizers shouted over loud speakers that they didn’t need any more supplies as piles of protective equipment, pizza and Gatorade grew at the main entrance to the camp.

On Tuesday night, the camp was attacked by a group of violent counter-protesters, who fired chemical agents and fireworks into the protestors and assaulted dozens of people.

– Will Carless

Columbia faculty members protest decision to bring in police

Some of faculty and graduate student workers rallying outside Columbia's gates wore orange safety vests that said “faculty,” which they donned days earlier to help protect students in the encampment. 

“There is not a single university left in Gaza, and I bet a lot of you feel there is not a university here in Morningside Heights,” Joseph Hawley, an associate professor of classics, told gatherers, referring to the neighborhood around the school. “But I’m here to tell you the university is here on this sidewalk.”

Barricades still lined city streets outside Columbia’s campus as police officers stood watch. Shafik has asked the New York Police Department to remain on campus until May 17, two days after graduation.

Mana Kia, an associate professor, read a draft statement from the Columbia chapter of the American Association of University Professors saying members "unequivocally condemn President Shafik, the Columbia board of trustees and other senior administrators involved in the decision to call in the NYPD and clear the encampment of student protesters." The statement said the association has "no confidence in the administration."

Organizer says 'ordinary people,' not agitators behind protests

Less than three hours before a huge deployment of New York City police officers broke up an encampment and retook a building at Columbia on Tuesday night, Mayor Eric Adams made a forceful case that the pro-Palestinian protest at the school had been hijacked by "outside agitators'' bent on sowing chaos.

Those involved in pushing for the movement off-campus disagree, saying it belongs to regular folks trying to raise awareness to the Palestinians' plight.

Manolo De Los Santos, an organizer with The People’s Forum, said those joining the protests alongside students are just “ordinary New Yorkers.”“The power of this moment is that it’s everyone coming together,” he said. “It’s health care workers, it’s teachers, it’s city workers. It’s ordinary people who feel so strongly.”   

‘Never felt this much tension on campus,' UNH student says

Police arrested pro-Palestinian protesters who started setting up an encampment in front of the University of New Hampshire's Thompson Hall Wednesday night.

UNH Police Chief Paul Dean estimated between 10 to 20 protesters were arrested after a rally led to demonstrators attempting to set up an encampment at the state’s flagship university, drawing local and New Hampshire State Police. Some demonstrators shouted at officers, calling them "cowards" and chanting "free Palestine."

The peaceful rally lasted until around 6:30 p.m. Then, Dean said protesters rushed in to form an encampment and attempted to barricade their tents. Leftover tents and items on Thompson Hall's lawn were removed by police around 9 p.m., loaded onto a truck as dozens of students watched. 

Shane Tilton, a sophomore who lives in a nearby residence hall, said he walked over to observe after hearing the commotion. He watched from beneath the Thompson Hall arches as the encampment was removed from the most well-known gathering spot on campus.

“I’ve never felt this much tension on campus,” Tilton said. “I feel like there’s a lot of tension. From my perspective, it seems like the cops don’t have much to do here. They seemed like they were here to jump at this opportunity and see some action.”

The American Civil Liberties Union of New Hampshire condemned police’s actions Wednesday night in Durham and at a similar protest at Dartmouth College in Hanover.

“Freedom of speech and the right to demonstrate are foundational principles of democracy and core constitutional rights," said Devon Chaffee, executive director of the state ACLU. "We urge university and government leaders to create environments that safeguard constitutionally protected speech."

– Ian Lenahan and Deb Cram, Portsmouth Herald

'Intifada' chants by some protesters are 'horribly upsetting'

Dozens of protesters gathered Wednesday in and around Fordham University’s Leon Lowenstein Center in Manhattan and established an encampment. The group is demanding the university divest from all companies “complicit in the Israeli occupation and ongoing siege,” according to a statement from the Fordham for Palestine Coalition.

As the demonstration grew throughout the afternoon, it also attracted a handful of onlookers and opponents who occasionally shouted pro-Israel remarks as they passed. Asa Kittay and Carly Connors said they were in class down the street when they heard demonstrators chanting “Intifada,” an Arabic word for uprising or rebellion. Kittay, who held up a tablet with an image of the Israeli flag, said it was “horribly upsetting.”“I believe that these two states can co-exist peacefully,” Connors said. “I do not believe in an intifada. That is not very anti-genocide.” John Lefkowitz, who attended the protest with friends who go to Fordham, said he believes the demonstrations are sometimes incorrectly characterized as antisemitic by people who are uninformed about the position of anti-Zionism.“It’s often told that Jews should feel unsafe in pro-Palestine circles. As a Jew, I’ve never felt unsafe in a pro-Palestinian circle,” he said. “These people are great, they’re not anti-semites.”

Back to the future: Columbia a focal point again in protest history

The descent of police on Hamilton Hall at Columbia University outfitted in full riot gear and enforcing mass arrests Tuesday night fell on the same date and place police cracked down on antiwar protesters in 1968. Some fear the clash heralds a similar outcome at the upcoming Democratic National Convention in Chicago, where political leaders are emboldened to sic the cops on demonstrators ever more intent on showing up.“I don’t think it’ll keep anyone from Chicago, it might even inspire more people to come,” said Hatem Abudayyeh, a spokesperson for the Coalition to March on the DNC and the national chair of the U.S. Palestinian Community Network.Democrats already feared a repeat of the chaos from 56 years ago where police and demonstrators clashed, drawing all eyes away from the convention.At the crackdown at Columbia April 30, 1968, police arrested over 700 people and over 100 injuries were reported, according to a Columbia University Libraries publication. Police arrested almost 300 people Tuesday between Columbia and City College, according to the city’s top cop.

– Michael Loria

Arraignments from first arrests at New York universities begin

Late Wednesday night, the first arrests from the protests at Columbia University and the City College of New York began to be arraigned at the Manhattan Criminal Courthouse, the same building where former President Donald Trump’s hush money trial is underway.

Outside the court’s arraignment part, dozens of the protesters’ supporters gathered in the halls, many of them wearing keffiyehs. The mood was jubilant, and many were chatting or conferring with each other in small groups.

When one protester exited the courtroom after his arraignment, he was quickly swarmed by friends and dropped to the floor in a brief moment of celebration.

That protester, who was at the City College demonstrations, had been charged with assaulting a police officer, a felony, and resisting arrest. However, the prosecutor handling his case recommended to the judge that he be released from jail, given that police “continue to investigate” the incident.

Arrests across U.S.: Campus protests across the US result in arrests by the hundreds. But will the charges stick?

– Asher Stockler, The Journal News

NYU encampment stays in place after others in city were torn down

The day after other city schools saw violent clashes with police, the encampment at NYU's lower Manhattan campus stood untouched. Punctuated by faded chalk reading "End Jewish and Palestinian hate," the collection of tents and chairs took up about one city block near 181 Mercer Street, where the university's Paulson Center is located. 

Fenced-off and guarded by a smattering of campus security, the encampment was bracing for hot weather with some protesters carrying umbrellas to block out the sun and one arriving with large bags of ice. Demonstrators needed to present a school ID to enter the encampment. The barricades held signs reading, "Fund our education, not the occupation" and listing the protesters' demands, which include divestment and closing NYU's Tel Aviv campus.

The shadow of Tuesday's mass arrests and the forced removal of encampments on the other end of the island at Columbia and City College of New York was evident. Just outside the barricades, a group of demonstrators huddled to practice safety tactics.

− Anna Kaufman  

New York students continue protests day after mass arrests

Hundreds of demonstrators at Columbia University and City College of New York gathered Wednesday evening a day after administrators from both universities called police in riot gear on the protesters.

“Our encampment is what it could look like to be liberated,” Hadeeqa Arzoo, a City College student, said, as several cars honked in support while she led chants of “Free Palestine.” “So I will continue to cultivate these spaces of liberation within the belly of the beast. That is resistance.”

Even if both schools no longer had encampments, demonstrators promised to continue their activism in support of Palestinians and in opposition to schools’ investments in Israel.

“There is not a single student-led uprising in history met with severe state-sanctioned violence that did not end up being right,” Maryam Alwan, a Columbia student organizer, said. She likened their cause — and police's response — to the civil rights movement and Black Lives Matter protests, including allegations of outside agitators and property damage.

As the sun fell outside City College’s campus in West Harlem, several dozen police officers surrounded the protesters standing inside barricades. The rally, which included two Islamic prayers, would continue into the night before students returned to Columbia, some walking down the valley and back up the hill to the other campus.

– Eduardo Cuevas

UT-Dallas confirms 17 arrests hours after encampment set up

The University of Texas at Dallas confirmed law enforcement officers arrested over a dozen people hours after pro-Palestinian student demonstrators constructed an encampment Wednesday.

UT-Dallas spokesperson Brittany Magelssen told USA TODAY that 17 people were arrested on criminal trespassing charges as of 5 p.m. local time Wednesday after university officials gave written notice to remove the tents. Magelssen said UT-Dallas requested outside law enforcement officers to assist. 

“Individuals may peacefully assemble in the common outdoor areas of campus to exercise their right to free speech, but they may not construct an encampment or block pathways. In the last six months, there have been several peaceful protests on the UT Dallas campus,” Magelssen said. "The UT Dallas Police Department and area law enforcement partners are continuing to monitor the situation."

The UT-Dallas chapter of Students for Justice in Palestine said in a social media post students began setting up the "Gaza Liberation Plaza" encampment at 4:30 a.m. Wednesday.

“We reject our university’s complicity in profiting off the genocide. We will continue to escalate and put pressure on our university until UTD/UTIMCO divest from war profiteers and Palestine is free,” the student organization said early Wednesday.

High school students joining the protest movement

The proliferation of antiwar protests in college campuses across the U.S. is filtering down to the younger academic levels , and some of the grown-ups are not happy about it.

A sit-in planned for Wednesday at a Chicago prep school is the latest among high school demonstrations showing support for embattled Palestinians in Gaza. On Monday, about 100 high school students in Austin, Texas,  walked out of their classes in protest . Last week, students in western Washington state similarly expressed their objection to the U.S. backing Israel's military efforts in Gaza.

"I'm protesting against a government that is actively hurting people just because of where they were born and what language they speak," Pia Ibsen, a senior at McCallum High School in Austin, told USA TODAY. Ibsen helped organize a walkout and left class for about an hour and a half.

Some school and government officials have tried to stop the protests, arguing they create a hostile environment for Jewish students. That was the case last week when two county commissioners in New Jersey demanded a school district's superintendent cancel a pro-Palestinian walkout at East Regional High in Voorhees Township. The protest was replaced by a rally for human rights.

− Cybele Mayes-Osterman and Kayla Jimenez

UAW members hope presence at protest will 'move the needle'

In addition to the campus protests, hundreds of people bearing pro-Palestinian signs and t-shirts gathered at New York City’s Foley Square on Wednesday afternoon for a march and rally led by labor organizers on International Worker’s Day.

Participants included Brian Sullivan, 45, a member of the United Auto Workers whose local chapter represents social workers. Sullivan said seeing labor organizers come out in such large numbers could help “really move the needle.”

“UAW endorsed Joe Biden and hopefully he feels some exposure here, that if he doesn’t do what’s right and what the UAW members are asking for, he risks that endorsement,” Sullivan said.

Jeremy Montano, another UAW member who works in the legal field, said the recent “explosion of interest” in the conflict in Gaza, particularly on college campuses, has also given him some hope. “Obviously it’s balanced out with a lot of despair about what’s actually happening in Gaza,” said Montano, 37. “But there’s been a little bit of a source of hope that maybe longer term things might change.”

Almost 300 protesters arrested in NYC; student group says some were injured

New York City police made 119 arrests at Columbia University and 173 at City College in Tuesday night's crackdowns on protesters, Commissioner Edward Caban said Wednesday. Charges range from trespassing to criminal mischief to burglary, and the breakdown of students to non-students facing charges was not yet available, he said.

Police said there were no injuries, although CUNY for Palestine issued a statement saying one student suffered a broken ankle, two had teeth broken and others received burns from pepper spray used by police during the clash.

Mayor Eric Adams said drones and encryption radios used at Columbia provided police with the element of surprise when they retook Hamilton Hall, adding that "professionals at radicalizing" had influenced the student protesters and co-opted the protest but without providing details.

Officers climbed into Hamilton Hall, which protesters had occupied earlier Tuesday, through a second-story window. Within three hours Tuesday night, they had retaken the building, NYPD said.

"It was about external actors hijacking a peaceful protest and influencing students to escalate," Adams said. "We cannot allow what should be a lawful protest turn into a violent spectacle that serves no purpose."

Fordham, another NYC university, establishes encampment

Outside Fordham University’s Leon Lowenstein Center building on Wednesday, another encampment sprung up. Students, faculty and community members surrounded by law enforcement officers and newly erected barricades chanted “Free, free Palestine” and “Disclose, divest, we will not stop, we will not rest.” Inside, demonstrators including current and former students milled around their tents, played drums, banged on windows and held up signs reading “Free Palestine” and “Divest genocide funds” for passersby to see.

Julie Norris, a 27-year-old Fordham alumni, said she arrived before 8 a.m. Wednesday to help establish the encampment. Norris, who spoke to USA TODAY on the phone from inside the Lowenstein Center, estimated about 30 people were inside with her and said they plan to stay until their demands are met.

“The students can’t be stopped,” she said. “We saw intense repression against students on other campuses yesterday, and this morning students are ready to stand back up. There’s going to be no business as usual until Palestine is free.”

Northwestern, Brown reach deal: Make pact with student demonstrators to curb protests

Some campus protesters cut deals, claim victory

Some student activists who pitched tents and camped on university lawns to protest Israel's military attacks in Gaza have begun to declare victory after hammering out agreements with school administrators.  Northwestern University  just outside Chicago became the first U.S. school to publicly announce a deal on Monday. On Tuesday, Brown University protesters broke camp after President Christina Paxson said the Rhode Island school will bring divestment demands to a vote. Organizers hope the deals set a new precedent for protest encampments around the U.S. and show a way to find common ground without using force.

“What these students have done is truly, truly historical,” Summer Pappachen, a graduate student and organizer of the Northwestern encampment, told USA TODAY on Tuesday amid cleanup of the lawn students held for days. “We have been able to achieve (our goals) while keeping students safe.”

− Michael Loria

Columbia building cleared: Police storm into building held by pro-Palestinian protesters

What are college protests across the US about?

The  student protesters  opposed to Israel's military attacks in Gaza say  they want their schools to stop funneling endowment money  to Israeli companies and other businesses, like weapons manufacturers, that profit from the war in Gaza. In addition to divestment, protesters are calling for a cease-fire, and student governments at some colleges have also passed resolutions in recent weeks calling for an end to academic partnerships with Israel. The protesters also want the U.S. to stop supplying funding and weapons to the war effort.

More recently, amnesty for students and professors involved in the protests has become an issue. Protesters want protections amid threats of disciplinary action and termination for those participating in demonstrations that violate campus policy or local laws.

− Claire Thornton

Contributing: Reuters