I think it will an interesting study to be followed in respect of the time.

Not every fact, every bit and piece of information published on the internet is true/verified or authenticate. So caution and care should be taken when students refer the internet for additional information.

In my opinion, one should do his/her homework give a list of websites to the students before they are let loose on the Net. Moreover there is the constant fear of plagiarism since the students may tend to copy-paste the same for their papers. Therefore, school teachers should constantly keep themselves abreast with the latest in their chosen subjects, upgrade the school library from time to time and thus provide additional information to their students 

But the inspiration and motivation that come from a passionate teacher or lecturer in live session cannot be easily replicated in finding information on the Internet. As such, while the Internet is an integral part of the teaching and learning landscape, it cannot replace a teacher.

Best regards,

Debra

Firstly, the assumption of your argument is that teachers just teach content or that content is the main purpose of syllabi. That may be true of some teachers in all places and most teachers in some places, but not all teachers in all places. As a science teacher I taught for understanding and application of concepts and that was the role of all science teachers in this jurisdiction (though of course some were better than others).

Despite that rider, your final statement is the key. I noticed that my students were very good at quickly finding information on the internet that related to the topic at hand, but that they were terrible at verifying or using that information, so that is what we should teach - assessment of quality or veracity of facts and how to apply those facts in a range of situations. IN other words conceptualization, critical and creative thinking using found facts.

 Thank-you all for your feedback on this.  I agree that great care must be taken when using the internet as a source for information.  I also agree that the internet can not replace a mindful teacher who is passionate about their field of study or the learning process.  Still, there may be students who, once given the direction by a teacher, or who are curious to seek things out for themselves may extend their learning beyond the curriculum.  Teaching for understanding and application of concepts falls within a curriculum mandate, but a motivated student can do this through the internet without the guidance of a teacher.

The objection might be that many students do not have that kind of motivation, or that they may be motivated to only pursue learning in one field and so not get that broad liberal education our system aspires to provide.

I may be talking about highly remarkable kids.

What does inspiration and motivation entail?  It seems that they involve something different from curriculum understanding and application.

Thanks again, you have given me much to think about.

Hello Sam!

I agree about your hypothesis. I has questioned my students and they use the web resources as online papers, podcasts and videos to learn more.

what do you mean "using the Internet"? As part of an online or blended course? As part of their school's library online databases? On their own? Also what types of available content do you have in mind? E.g. Open source moocs? Random sites? And toward what end? E,g. To clarify, apply, or extend their knowledge? 

I agree with you that school needs to extend teaching beyond the content. Among other things, teachers are great guides and mentors re navigating, identifying, and evaluating available content on the net. Not sure how the "human factor" can ever become redundant in a teaching-learning scenario...

 Maria:

Thank-you so much for the clarifying questions.

I am referring to when students use the internet to access information on their own. This could be connected with course work - the questions there would be: How often do students seek more knowledge through the internet than their teachers are providing in school? How long do they spend doing this kind of information seeking (research)?  Does this research lead to application, i.e. using the knowledge to make or do something beyond what they are doing in school?

I should also narrow this down to secondary school students.

In that context it would be good to have some demographic data.

I agree, the human factor is essential in any human learning.  An individual working online is a human and the content has been created by someone.  My point about redundancy had more to do with the structure of schooling and the formal role of teacher as defined by a system of education.