The Impact of the Internet on Students' Critical Thinking Skills
The latest years have seen great improvements and developments in the technological field with the invention of various software and hardware like phones and laptops with updated technology. The invention of the internet is a big part of this technology. It has become an indispensable part of people's lives and thus the discussion of whether it has a positive or a negative impact has become a major issue nowadays (Roblyer et al. 896). The Internet has its advantages which include quick and easier access to various kinds of information, enhanced efficient communication with people in other countries and has enabled watching real-time news conveniently at the comfort of their phones and laptops (Cottrell 16). This has however increased dependence on the internet, especially for the students. This affects the students' critical thinking in many ways as discussed below.
Reliance on the Internet Hinders Critical Thinking
The variety of unlimited information available on the internet makes students extremely reliant on the internet hindering their ability to think. When students are researching or doing assignments such as writing essays or solving simple problems, they usually rely on the internet especially Google or Wikipedia where they just type the topic they are interested in and get various answers and kinds of information right away (Masrom 81). In the article, "Few Students likely to use print books for research," the 2012 Pew Research Center conducted a survey of middle and high school teachers. A small percentage of the teachers said that teachers used print media. However, most teachers claimed that their students were very likely to use Google and Wikipedia during their research. This proves the students' reliance on the internet as search resources rather than reading printed books. Since they can easily get other people's opinions and such information that they want through the internet, they no longer see the need to think and analyze anything. Their ability to think critically about issues thus declines (Roblyer et al. 896).
Superficial Learning from the Internet
Furthermore, although the students can read some of the books online, they usually have the tendency to scroll down quickly to the specific information they want. However, when reading print media such as books, they slowly go through the information acquiring in-depth knowledge. Given that the books are written by experts in various fields, the information is deep and thoughtful thus the students can compare and analyze the books based on their knowledge (Halpern 125). In contrast, the internet contains a lot of superficial information and opinions that are posted by anyone. They also have baseless reasons which are insufficient to make students think. The internet promotes superficial learning rather than the depth of thought, a role of reading and vital step in the development of critical thinking. As a result, the students end up losing opportunities to develop their critical thinking skills.
Decreased Long-Term Memory Due to Internet Dependence
In addition, since the students can acquire whatever they want from the internet, their long-term memory decreases. Before technology developed, people often used to write down what they should remember on papers. They could even remember the most important things using their brains. But with the developments in technology and the invention of internet, people especially students easily acquire, record and share whatever they want without necessarily having to remember it. They don't even try to recall something on their own (Fuller, Martin, and Ryan Moore 65). Repeated thinking of the same thing leads to transfer from short-term memory to long-term memory. Once students are reliant on the internet, they will always try to find answers from the internet instead of trying to use their memory and brains even if they are faced with easy problems and topics. They use the internet like their long-term memory. If they keep doing this repeatedly, their memory gets diminished as they are less likely to use and involve it. In the long run, their long-term memory fades and decreases which makes an important element of critical thinking. Their critical thinking skills also decline since remembering can be said to be one of the tactics that enhances critical thinking (Cottrell, Stella 16).
Effect of Internet Usage on Attention and Concentration
Studies show that with extensive internet usage, students begin to develop systemic implications like short-term attention spans and scattered thinking. When students are reading from the internet, their brains are under pressure to absorb bulk amounts of information. However, there are very many distractions at a go on a single page (Halpern, Diane 125). There are links connecting to others, advertisements flashing, tantalizing pictures all of which are factors causing distractions. Regular exposure to the distractions and the vast amount of information most likely lead to reduced attention spans and lower levels of concentration. The complexity and extensiveness of the internet end up greatly reducing students' ability to concentrate which ultimately develops scattered thinking. Further exposure negatively affects the way they process and interpret information obtained through the internet (Paul et al. 78). As a result, they are unable to think critically and subsequently make impaired judgments and decisions.
The Internet and Superficial Smartness
The web also makes students less smart. Their dependence on the internet on almost all matters makes it hard to know how much knowledge they have (Fuller, Martin, and Ryan Moore 65). The tendency to turn to the internet rather than to think and make connections on their own makes them seem superficially smart when actually, they aren't. The students are unable to practically apply what they learn even from the internet. They lose their ability to retain and comprehend information to be able to use it or apply in the future. This greatly inhibits their ability to critically think.
Conclusion
In conclusion, the reasons to know and understand the purpose and use of the internet in our society and more specifically, by the students, are very evident from the above effects. The internet definitely forms a huge part of our current society and cannot be eliminated by any means. It is therefore essential to understand how to use the internet in an effective and advantageous way. The students need to moderate their internet usage and should only turn to the internet as a resource or tool when necessary. They should make efforts to try and solve the problems on their own first before referring to the internet (Paul et al 78). They will enhance their smartness and intelligence. Less dependence and reduced usage of the internet will help boost the students' attention spans, reducing the chances of developing short attention spans and other cognitive problems. They should also learn and practice critical thinking tactics to develop their critical thinking skills and be in a position to make concrete, well-thought and well-informed decisions. These tactics are observing, learning, remembering and questioning. Such tactics develop the short term and long term memories which are fundamental to making a critical decision. The students should use the internet to their benefit and not in a destructive manner.
Works cited
Roblyer, Margaret D., Jack Edwards, and Mary Anne Havriluk. Integrating educational technology into teaching. Vol. 2. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2006.
Masrom, Maslin. "Technology acceptance model and e-learning." Technology
21.24 (2007): 81.
Paul, Richard, and Linda Elder. "The miniature guide to critical thinking concepts and tools (Thinker's guide)." Dillon Beach, CA: Foundation for critical thinking (2009).
Cottrell, Stella. Critical thinking skills. Macmillan Education, 2017.
Halpern, Diane F. Thought and knowledge: An introduction to critical thinking. Psychology Press, 2013.
Fuller, Martin, and Ryan Moore. The death and life of great American cities. Macat Library, 2017.
