The flipside of this development is that when students are given assignments and homework, they readily do the searches on the Internet and copy down, or paraphrase the concepts, ideas or information on paper. Even if the material copied down from the Internet may be accurate, this action is retrogressive in itself and also as a habit, since it denies students the chance to exercise their cognitive skills. The same also rids students of the chance to apply concepts they had been acquainted with in class, practically and theoretically.
This kind of behavior also paves way for intellectual laziness. In the event that this practice is not extirpated, chances are high that students will not be predisposed to personal initiatives, deeper thoughts and reflection and retrospection. This is also the case since students will merely cram what has been availed in the Internet, without even analyzing or critiquing it (Ribes, 265-6). Again, as if the foregoing barely suffices, the consideration of the concomitance between the Internet and sexual exploitation diminishes the ability to nurture studying abilities through the Internet.
According to research studies carried out by the University of Florida, students who use the Internet 2 to 3 hours in a day are very susceptible to sexual exploitation. This is because, with the advent of the Internet, have come sexual predators who are able to manipulate children or students. In turn, sexual predation or exploitation brings about adverse effects on students’ mental and physical health. The magnitude of this problem is underscored by the fact that there are children or students who will not tell their sexual exploitation to anyone.
This will propound the degree of mental anguish on the part of the student and thereby abating his chances for academic excellence. It is also true that all manner of literature are available in the Internet and pornography is not an exception. While it is true that students should not accept pornography and other forms of adult literature, there are no fast and hard rules to effect this fact. For this reason, a nine-year old learner can access content that is only suitable for those who are 18 and above, willingly or inadvertently.
This development may pave way for moral corruption among learners. Moral depravity and academic development are mutually exclusive of each other. This is because moral degradation brings about psychosocial disorderliness while sound academic performance is a culmination of concentration, stable relations among the student, parent and teachers, and the student interacting well with his environment.
Gautam, Huded and Kevin, F. King. Foreword: Maturing Internet Studies. Northwestern University Law Review, 104.2 (2010): 427. Print
Nagisa, Moritoki. The Language Teacher’s Role in the Age of the Internet. Acta Linguistica Asiatica, 1.2 (2011): 39 – 52. Print
Ribes, David. Tying Internet Studies Together. Metascience, 17.2 (2008): 261 – 262. Print