No abstract

This study sought to determine if differences exist among various age groups regarding students’ use of the Internet. Surveys were administered to 548 students from three regional universities in the southeastern USA. Survey responses were then analyzed to determine how many students regularly use the Internet, how many hours per week regular users spend on the Internet, and what computers they use. Information was also tabulated for use of e‐mail, use of the Internet to obtain university information, and for the number of students who had home pages. Finally, survey responses were analyzed to determine which students: consider the Internet to be a fad; project their future use of the Internet to be less, the same, or more than now; and project they will use the Internet in their chosen careers.

No abstract

A common message related to education of late is one of overwhelming dissatisfaction with our schools. Low test scores, high dropout rates, teenage pregnancy, and drug abuse are just some of the social phenomena cited in support of the argument that our schools are unable to meet the needs of today's youth. In efforts to reform or renew schools, state legislators have enacted laws and passed new requirements for teacher preparation and certification programs, individuals have pushed for higher levels of accountability through testing of both teachers and students, parents and other special interest groups have lobbied for inclusion of specific curriculum and instructional practices in the school day, and educational researchers have conducted investigations into selected phenomena in a search for answers, and at times, have arrived at schools with packaged programs believed to target ongoing problems. But school reform will not happen solely through such splintered, isolated attempts at change. One process that could ameliorate this fragmented approach to change and address current needs of the schools is an open forum