Growing Up Online

How do you view the Internet's impact on kids? Do you worry about it - or not? Do you have a story to share? http://www.pbs.org/wgbh/pages/frontline/kidsonline/


The prevalence of the internet in kids' lives changes a lot of things for teachers and parents. One may no longer examine kids in the same way. As many kids reiterated during the program, they live separate lives, one visibly presented to adults and another often concealed behind a closed bedroom door or only glimpsed in the exclusive company of peers. I feel that, overall, the internet creates great possibilites for all, especially kids. However, at this point in time, in the internet's still largely infant stage of existence, extremely significant problems arise from this "cyberworld." As one guest of the program stated, the internet takes the form of the new "wild west." Largely lawless and in many ways still unexplored, the internet becomes a tool, in many cases, for abusers. I am not biased or opposed to the internet as I would not be completing this assignment otherwise, but I think it is most important to address its impact on kids in the negative sense because that is the major concern at this point. It does not seem very sensible to me for myself to worry over the internet and its impact. First, the internet is here to stay and will most likely only increase in its accessibility, importance, and prevalence in people's lives, young and old alike. Second, with its already large accessibility, usage is largely uncontrollable. Kids are not stupid; they very easily find ways of getting what they want (and the internet with its infinite source of communication and ideas only assists this, i.e. websites/blogs teaching kids how to keep their internet activities secret and hidden from adults).

I want to discuss the issue of cheating. I agree IN PART with the social studies teacher, Steve Maher, when he talks about the changes going on. I agree with him when he says that it is a valuable ability for students to find content on the internet (sparknotes) to reshape, revamp, and piece together into something that is theirs. I agree with this. Using sparknotes is not cheating WHEN it is cited as a source of inspiration or content. The problem is that students are being asked to analyze literature and dissect the underlying themes and meanings of the text. Students are not doing this when they copy and paste sparknotes (most do this) and submit it as completely original work on their part. When students do this, they present work displaying skills that they do not actually have. This only works with recycled materials. Yes, students can explain the themes and symbolism of "Hamlet" because someone from the past has already dissected it and explained it. However, students cannot sit down and read a freshly written, unanalyzed text and explain its meaning. They are illiterate in this sense, as well as the sense that the English language is crumbling under the text/instant message language of sloppy, incomprehensible abbreviating. It is evident in formal papers submitted by college students who cannot spell or punctuate properly. I disagree, to the fullest extent, with Maher's idea of submission to the media-filled, mile-a-minute world. Teachers need to be fighting this. Whatever happened to contemplation and reflection? Perhaps they died with the internet.

The only stories I have to share are of general, archetypal instances of sparknote, brain-numbing, regurgitative cheating and the countless instances of instant-messaging deception and betrayal with the ensuing fury and sorrow. Everyone knows these stories...unfortunately.