Internet Accsess in Indonesian Secondary Schools

The issue of whether internet access in Indonesia secondary schools has been widely debated in recent times. It is an important issue because it concerns essential for both learning and for future career opportunities. This essay will consider arguments for connecting the internet in Indonesia high schools and point to some of the problems with these views. It will then put forward reasons why schools should be wired to the internet.

It has been argued that poor quality control in the internet materials, especially for students, may lead to accessing harmful information such as pornography and rudeness (Young Media Australia, 2006). Moreover, Bartlett and Miller (2001) assert that there are many digital users who access information without considering its reliability. These arguments seem to become supporting reasons why the internet is dangerous for students. However, Commonwealth of Australia (2006) states that there are many useful tools that can be used to filter harmful information such as filters, labels, and safe zones.

Schools can provide internet filtering software to prevent students from accessing harmful and pornographic websites. Students, consequently, can only be connected to approprite sites which can support their learning activities. Futhermore, schools can promote teachers supervision to encourage students to collect appropriate and reliable information. David Gelernter (n. d) contends that internet access is “an educational disaster in the making” (Time, n. d).

He says that while the internet may be attractive for students because of its stylish and fancy packaging of information, the content it provides is quite often unreliable. However, the internet could be a fundamental teaching tool in the near future. Becker (1999) point out that the internet is beneficial to help teachers generate an efficient and effective learning environment. Techers may also search for examples of lesson plans and communicate with professionals to improve their teaching ability.

The internet, he adds, can be used to create an interactive lesson since students are encouraged to be more active and independent. For exmple, teachers can ask students to search for online materials in the internet and discuss it later in the classroom. Indeed, the internet includes many useful tools that can be used as a great teaching tools, either for teachers or students. It is essential that Indonesia secondary schools should be wired to the internet since it may contribute to future career prospect. The internet offers great opportunities to enhance students’ communication and technology skills.

Indeed, communication technologies such as digital literacy have an impact on students’ analysis and evaluation ability (Hague and Williamson, 2010). Another point to consider is that the workforce these days demands mastery of digital technology (Gore, n. d). Consequently, students should be prepared to be a technological expert and this could be achieved by utilizing the internet. Moreover, Former Vice President Al Gore (n. d) states that in the future, better salary would be provided for graduates who master these skills.

It is clearly seen that internet access could support students to succeed in their future career. In conclusion, while proponents of the internet claim that it would decrease students’ basic skills and inappropriate teaching tools, these arguments are overstated. Indonesia secondary schools should no longer postpone to have internet access because students can improve their learning ability including basic skills and high technology skills by using beneficial tools that is provided in the internet. Moreover, these ability are needed in the workforce, so students should be well prepared.

For these reasons, governments should consider internet access as a priority in education development and allocate enough budget to provide it in every secondary schools. (word count: 589) References Bartlett, J; Miller, C (2011, September). Truth, lies and the internet a report into young people’s digital fluency. London, UK: Demos. Becker, H. J; Ravitz, J. (1999). The influence of computer and internet use on teachers’ pedegogical practices and perceptions. Journal of Research on Computing in Education, 31 (4), 356-384. Commonweatlh of Australia. (2006).

Filters, labels and safe zones. Issues in Society: Impacts of the internet, 245, 21-22. Gore, A. (n. d). Should schools be wired to the internet? Yes-it’s essential to the way kinds learn. Time. Gelernter, David (n. d). Should schools be wired to the internet? No-learn first, surf later. Time. Hague, Casie; Williamson, Ben (2010, April 10). Digital participation, digital literacy and schools. Curriculum Leadership Journal, 8 (10). Paragraph1. Retrieved July 8, 2013, from http//:curriculum. edu. au/scis/connecticons/digital_participation_digital_lite

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