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Using Internet in Teaching


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



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