Kids spend hours in front of the computer, both at home and at school. But are they learning how to be smart Internet users?
Today's students spend a lot of time in front of a computer -- and not just gossiping on Facebook: In 2008 it was estimated that 100 percent of public schools had instructional computers with Internet access, about three such computers for every student in the country. The average kid spends an hour and a half in front of a computer every day.
But does spending time using a computer automatically make kids computer-savvy? Software and websites tend to be sufficiently well-designed that it's possible to write an essay or finish a science project without ever entering the trickier terrain of the Internet: What information can be trusted? Which people can be trusted? What information is it okay to share about oneself online? How can information found online be ethically used?
These questions aren't ultimately about basic computer skills, or at least not technical skills. Rather, being a smart Internet-user requires cognitive tools that are harder to measure. Students have to learn how to evaluate the trustworthiness of the information that they find, rather than just regurgitate. The web flattens the differences between different web pages. You're reading an article about ancient Greece from the Encyclopaedia Britannica website, which has been vetted by a series of experts? Well, it has many of the same keywords as a story written by some content farmer for $3 in twelve minutes. And that looks kind of the same as a research blog from a cutting-edge Greco historian. We can't trust the old signs of pedigree and imprimatur, but that doesn't mean we don't need methods for distinguishing good information from bad.