The Internet has become a natural element in society and is constantly gaining ground in schools. The aim of this paper is to find out whether upper secondary school students in Sweden estimate that their Internet use affects their second language learning positively. The study was operationalized by means of a self-completion questionnaire which was distributed to 80 students from the same school. The results show that most of the informants estimated that they spend much time on the Internet in general, most often reading the news, and that they use Swedish and English to almost the same extent doing so.  The students' English use in school is estimated to be voluntary and controlled while the Internet is mostly used voluntarily for English homework. Besides engaging in information search both in school and at home, a considerable number of students estimate that translation is an activity exclusively for homework. Most students also find that they are receptive Internet users and that their general Internet use is in line with the comprehensive aims of the English subject listed in the curriculum. / Internet har blivit en naturlig del av samhället och är på ständig frammarsch i skolorna. Syftet med denna uppsats är att ta reda på om gymnasieelever i Sverige anser att användningen av internet påverkar deras andraspråksinlärning positivt. Studien har genomförts med hjälp av en enkät som delades ut till 80 elever från samma skola. Resultaten visar att de flesta av de tillfrågade ansåg att de tillbringar mycket tid på Internet, främst för nyhetssökningar, och att de använder både svenska och engelska. Elevernas användning av internet på engelsklektionerna i skolan tros vara både frivillig och kontrollerad medan internet används mest frivilligt för engelskläxor. Förutom att genomföra informationssökningar både i skolan och hemma, anser ett relativt stort antal elever att översättning utförs nästan uteslutande för läxor. De flesta elever anser dessutom att de är receptiva internetanvändare och att deras allmänna internetanvändning påverkar de förmågor som de ska tillägna sig i engelska enligt läroplanen positivt.

Diploma thesis is focused on social stratification aspects of internet use, as a part of leisure time activities and consequently as a potential part of cultural capital. The main objective of this paper is to make a link between Bourdieusian tradition of research of cultural capital and research tradition of stratification aspects of internet use (especially digital divide). The author is trying to prove if the type of internet usage could be considered as a part of cultural capital. In the first, theoretical part of this text, the author is presenting both research traditions concerned, trying to synthetize them and concluding that internet usage can be considered as a capital. In the second, analytical part of this paper, the author is using data from World Internet Project to provide, that the theoretical synthesis have some empirical support. The analysis proves that the structure of Czech internet users' activities are differentiated by their cultural capital level. On the basis of this analysis, we can conclude that more powerful differentiation between types of internet usages is provided by traditional form of cultural capital, rather than by the emerging one. Powered by TCPDF (www.tcpdf.org)

BACKGROUND: The Problematic Internet use among adolescents is an increasingly discussed topic in connection with the continuous development of technologies. If it enters to the period of adolescent age factor of hematoncological disease, which requires long term tratment and isolation for a long time, the risk of growth of non-substance addictive behavior is likely to increase in this context. AIM: The main aim of the research was to find out the prevalence of Problematic Internet use in a group of adolescent patients after the intensive cancer treatment within the Department of Pediatric Hematology and Oncology of the University Hospital in Motol (KDHO). Another aim was to map specific characteristics that may be a predictor of later risk behavior and to find out possible correlation between these characteristics and problematic Internet use. METHODS: The concept of the research is based on quantitative methods of epidemiological cases and controls study. The data were collected through a screening questionnaire survey using a compilation of a short version of the Problematic Internet Use Questionnaire (PIU Q- SF 6) and Substance Use Risk Profile (SURPS) personality traits). Data were evaluated using descriptive statistics and the χ2 test. The p value p < 0,05 was determined as statistically...

This study examined the association of social anxiety, loneliness, and problematic Internet use (PIU) with the online solicitation of minors. Within a convenience sample of adult Internet users from Germany, Finland, and Sweden (N = 2,828), we compared the responses of participants who had not interacted sexually with strangers online (n = 2,049) with participants who sexually interacted with unknown adults online (n = 642), and both groups with adults who sexually solicited unknown minors online (n = 137). Online sexual interaction with adults was associated with higher levels of social anxiety, loneliness, and PIU compared with not sexually interacting with strangers online. Sexually soliciting minors online was associated with higher levels of social anxiety, loneliness, and PIU compared with sexually interacting with adults and not sexually interacting with strangers at all. Interestingly, compared with those with adult contacts, loneliness was specifically pronounced for participants who solicited children, whereas social anxiety and PIU were pronounced for participants soliciting adolescents. These findings suggest that social anxiety, loneliness, and PIU may be among the motivators for using the Internet to solicit individuals of different age groups for sexual purposes. These factors emerged as specifically relevant for adults who sexually solicited minors and who reported greater impairments compared with adults who sexually interacted with adults. These characteristics may thus be important to consider for assessment and treatment procedures for individuals soliciting minors online.

In 1994, the Federal Government made a commitment to link all classrooms, libraries, businesses, and industries to the information highway by the year 2000. President Clinton mandated that all classrooms in America be connected to the Internet by the year 2000. While many say this commitment and mandate have successfully occurred, there is still concern and questions about what successful integration of the Internet looks like and what specific practices can tap the bountiful resources available on the Internet. School systems have spent billions of dollars investing in hardware, software, and connection to the World Wide Web. Stakeholders demand accountability for time and money spent connecting our classrooms to the World Wide Web. Until educators fully understand what successful integration looks like in the K-12 schools, there will continue to be a digital divide for learners. In this qualitative study, which covers K-12 school systems in a three state area, the researcher interviewed system level supervisors of technology, building level administrators, and classroom teachers. The teachers selected for participation in this study were nominated by the administrators as teachers who demonstrate successful integration of Internet technology in the classroom. This study is an attempt to determine if there are trends, characteristics, or successful practices that other teachers could employ. Findings of the study include the importance of re-evaluating staff development related to the Internet and other technology issues. The results indicate that teachers are most receptive to learning from their peers and other teacher leaders when learning how to integrate the Internet into their classroom curricula. The importance of a planned vision, created by the stakeholders, concerning integration of Internet technology also emerged during the study. In addition, the study addresses the need for building level administrators to be better prepared in order to lead their schools in successful practices concerning integration of the Internet into school curricula.

The purposes of this research project were to identify the extent to which online courses are available to high school students in Tennessee, to describe the characteristics of current online programs, to identify barriers to the implementation of online courses in school systems that are not currently offering such programs, and to offer recommendations that could facilitate implementation of these programs. The research went in two directions. A study of past and current online educational programs was completed in order to learn the nature of successful programs across the country. Then, a survey was constructed and sent to appropriate technology personnel in Tennessee schools to evaluate both their current online programs and to determine those needed in the state. There are only two school systems in Tennessee that allow students to earn online credits to be used towards high school graduation. One is a larger school system and the other is a medium sized school system; both are in the eastern region of the state. One survey respondent summed it up by saying: I really think the State Department of Education should step up and provide some direction. Florida has a vanguard program; I’d like to see the same type of program implemented in Tennessee. If individual school districts are left to design their own programs, then there is going to be a lot of duplicated effort, a wide range of implementation strategies, and varying degrees of quality. That’s likely to breed confusion and disillusionment.

According to a 2002 National Center for Education Statistics report, 98% of schools in 2001 were connected to the Internet and 63% of public classrooms had Internet connections. According to a 2003 United States Census Bureau report, 68.3% of homes with children subscribed to the Internet. These statistics reveal the scope of access children have to the Internet. This study focused on the children's voice by investigating the children's report of their online activities and their awareness of cyber security, ethics, and safety issues. The purpose of this study was to gain insight into the specific reported online activities and Internet safety knowledge of children aged 10-14 years along with their report of parental supervision of their Internet use. The study included data gathered from 446 self-administered surveys completed by 6th-, 7th-, and 8th-grade students in a rural school district in East Tennessee. An analysis of the research confirmed that as children mature, they increase their use of the Internet and their participation in unsafe online practices. The findings indicated that the most common online practices reported by the middle-grade students included emailing, social networking (MySpace), instant messaging, publishing and sharing information about their favorite sports and activities, and using secret codes while messaging with friends. The results of this study indicated significant relationships between the household placement of the computer and the frequency of unsafe online practices; students with computers in private locations reported unsafe online practices with twice the frequency of those with computers that could be monitored. The findings reflected that, in general, students were knowledgeable about unsafe Internet practices and engaged primarily in safe practices; however, many did report practices that could potentially place them at risk. The results from this study demonstrate a need for Internet safety programs to educate parents about the dangers their children face online and how to minimize those risks and to help children to gain the knowledge, decision-making skills, and motivation necessary to make safe and responsible choices when they are using the Internet.

No description available.

No description available.

No description available.