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ERIC Number: EJ875537
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1099-839X
The Netgeneration: The Internet as Classroom and Community
Hendricks, Jennifer A.
Current Issues in Education, v7 n1 2004
Classroom practice in the real world has become increasingly incommensurate with the lived experience of students. Young people, consisting of all age cohorts and class fractions, have never known their world to not include the Internet. They have been utilizing this technology since before they started kindergarten, whether it was in games that they played or Internet sites they logged on to. The author argues that the opportunity for counter education exists on the Internet. As Giroux (1995) contends students, as well as teachers, and their empowerment as radical intellectuals change the concept of school as a part of a general struggle over essential social change (p. 30). In Giroux's concept, education is a political arena with a major role in producing discourse, meaning and subjects, as well as control and distribution. In comparison, the Internet as classroom and community does much the same thing. It is a place that has the capacity to open up an infinite number of opportunities to connect with individuals, knowledge and experiences. The Internet offers students boundless possibilities for exploration and exchange of ideas (Westera and Sloep 2001). On the Internet, students are ultimately free to explore in a new construction of the "classroom." As the members of the "NetGeneration," teenagers today are more adaptable than other sectors of society and in general are quicker to adapt to the new technologies.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A