World Wide Web

WWW.

A family is watching a show on the weather channel.

The son asks his father, “When did Alaska become a state?”

The father replies, “I don’t know, but we can Google-it and find the answer.”

“You’re such a nerd, Dad, you Google everything,” said his son.

This was the conversation in our living room recently. It is just one example of how the invention of the World Wide Web has intertwined into our daily life. This creation has single-handed changed the way Americans life their daily lives. Let’s begin by taking a look at how the World Wide Web came into existence.

Background.

In Vinton G. Cerf’s (2009) article, “The day the Internet began”, he tells about the development of the project that laid the foundation for the birth of the Internet. Lawrence Roberts led the ARPANET project in the early 1960s. The project was originally a network of dedicated telephone lines that were connected via Interface Message Processors (IMPs). After many crash tests the ARPNET successfully debuted in 1972. Research led to progress developments and in 1983 the ARPNET was split into two networks, one military and one public, until it was officially decommissioned in 1990. Cerf (2009) ended his article with, “If you can imagine it and can program it, you can probably make it available on the Internet- a freedom to innovate that has its root in the original ARPNET work” (p. 1203).

Tim Berners-Lee was the creator of the World Wide Web. In “The World Wide Web-Past, Present and Future” Lee (1997) talks about creating a universe in which millions of people could navigate daily. Lee began writing the World Wide Web program in 1990 using the NEXT program. It was functional but was only available to people using that program. Lee continued work on the Browser until he had a platform accessible to everyone.

So how did Lee see the Web in 1996? Lee (1997) stated, “Well, what you actually see when you look at the Web is pretty much a corporate broadcast medium. The largest use of the Web is the Corporation making a broadcast message to the consumer” (p. 2). The World Wide Web Consortium was created as a neutral body to govern the Web. However, the Consortium is not above political influence for they have moved quickly to address some areas because of political pressures in the past.

Educational Implications.

The Web has exploded since 1996 and is now a vast “universe” of “cyberspace”. Richard Yonck’s (2011) article entitled, “Treading in the Sea of Data” provides a great statement:

Information: Our world is swimming it. With each passing day, our lives become more dependent on it. Yet, the very magnitude of this torrent of data compromises its benefits to us. New strategies and technologies are not evolving that may save us from drowning- and even help us thrive” (pg. 32).

He discusses the natural desire for information and links this to a study, which revealed that receiving information releases dopamine causing a good feeling.

Yonck (2011) introduces lifelogging, the electronic logging of one’s life, which could result in enormous amounts of digital information along with the metadata created by computers. This has led Tim Berners-Lee to his second creation of the Semantic Web. Yonck (2011) states, “the Semantic Web aims to take information that is currently only machine readable and make machine understandable” (pg 33). These improvements will allow computers to gather and sort information to suit our needs without human oversight. Yonck (2011) even suggests that as the Semantic Web widens there will be developments in software with the ability to create intelligent agents. He proposes these agents will be able to act as personal assistants and possibly appear as avatars in a virtual world on the web.

Educational Implications.

The development of the World Wide Web has also changed education. In his article, “Growing up Digital: How the web changes work, education, and the ways people learn,” John Seely Brown (2000) stated, “Worldwide, electricity became a transformative medium for social practices. In quite the same way, the World Wide Web will be a transformative medium, as important as electricity” (pg. 11-12). The computer network that sparked our curiosity has now evolved into an endless mix of possibilities for social and market needs.

Brown (2000) discusses three aspects of the Web as the new media medium. He begins by presenting the web as a two-way proposition of push and pull. The user has the ability to act as consumer and producer, both receiver and sender of a “broadcast” or information. Next, the Web is the first medium that addresses multiple intelligences. This has potential educational effects as Brown (2000) stated, “As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match between a medium and how a particular person learns” (p. 12). Lastly, the web provides the opportunity for small efforts of many people to help the large efforts of a few. Brown (2000) gives the example of many senior citizens helping a few teachers in enhancing student learning through mentoring.

Brown (2000) also proposed that the Web had only began to impact our lives and challenges us “to foster an entrepreneurial spirit toward creating new learning environments- a spirit that will use the unique capabilities of the We to leverage the natural ways that humans learn” (pg. 13). He recognized that kids were growing up is a digital world and were multiprocessing constantly, which results in short attention spans and may be an asset in the future work world.

Brown (2000) discusses the shifts in concepts as a result of the Web, such as the concept of literacy, navigation, reasoning and action. Traditionally literacy has been associated with text only, however now literacy encompasses images and text on the screen. This multimedia text changes genres rapidly and will also require an ability to navigate information. Learners will discover information through Web surfing and will use reasoning skills to find and use information. Successful learners will become web-smart and be able to make good judgments. Learners will also have a bias toward action. They will surf the Web and links, prowling and watching others and then trying it for themselves. Brown (2000) states, “Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration” (p. 14). So the Web creates a learning medium in which knowledge is created through action and participation in the world with real people and real problems and where kids can learn naturally.

Brown (2000) proposes that students learn “in situ”, which is through doing. Sharing stories is a means by which students can relay information learned from a situation in which they gained experience in solving a problem. Some of the most powerful learning occurs during the sharing of these stories. Brown (2000) shares his opinion on social learning, the essence of life long learning as “a shift between using technology to support the individual to using technology to support relationships between individuals” (p. 20).

Marlene Asselin and Maryam Moayeri’s (2011) “The Participatory Classroom: Web 2.0 in the Classroom” examines the potential use Web 2.0 by teachers in their classroom to support student learning. The authors believe there is an urgent need for teachers to expand literacy instruction using social elements in new ways. The use of new literacies and new forms of texts for locating and critically examining information and ways of sharing and building knowledge within the participatory and creative landscape of Web 2.0, the ‘social web’.

They criticize the failure of schools to address new literacy competency and lack of use of Web 2.0 applications, which enables participation, invention, and knowledge building. They argue the features are aligned with the participatory culture driving political, social and economic life of today. Schools are primarily using Web 2.0 in a consumerism manner, however Web 2.0 tools can be used to find information in more useful, social and participatory ways, such as with social bookmarking, or can annotate a web page.

They wrote, “Teachers of critical literacy encourage their students to deconstruct the text by understanding the foundation and conflicts that lie beneath the surface content and the relationship that the text holds with other text(s)” (Asselin and Moayeri, 2011, p. iii). Teachers should have students present their learning through sharing and presenting in print or media. Students could use Web 2.0 tools such as wikis, video sharing, and/or social network sites. “Encouraging posting in different modes such as image, video, and audio files would be one way to embrace the new uses of these new literacies” (Asselin and Moayeri, 2011, p. vi). The schools’ role is to engage students and support their learning and guide them to in their use of the web in being ethically and socially responsible.

Jukes, McCain and Crockett’s (2010) “ Education and the Role of the Educator in the Future” examines the role of educators in shaping students’ lives. An educator’s job is to prepare students for their lives in our rapidly changing world. They criticize the current educational system’s focus on the short term and their failure to recognize an outdated system. They believe the future classroom will not be the one of the past, but rather whenever and wherever learning can take place and happen. Students will not be confined to a classroom or school building for that matter. Jukes, McCain and Crockett (2010) believe

The essence of what educators must do in future is the very same as it’s always been: to help students learn the relevant skills, knowledge, attitudes, attributes, and behaviors that they’ll need to be good and productive citizens, parents and workers (p. 16).

They discuss ten 21^st century goals of education in the new expectations for teachers.

They criticize the current model for learning in a school due to its contradictions to the natural learning intuitiveness. The first goal is customizing learning for the learner. The current educational model is not designed for the customized learning of individuals but rather for providing instruction to a whole group. This is crippling for some students due to lack of engagement. However, technology could provide students with the means and opportunity to master course content at their own individual pace. Schools will be able to provide individualized instruction and as a result schooling will focus on mastery of content and skills instead of grade and age achievements.

The second goal is focused on learning being virtual and physical. The Web has created opportunities for relationships to exist in virtual environments. Learners no longer have to be in a classroom with a teacher. Technology can provide students with learning opportunities anywhere there is a teachable moment. Jukes, McCain and Crockett (2010) believe

Students will still be able to meet, discuss, play basketball and interact with others in smaller, community-based schools that are close to their homes; but the need for a large school building with all its resources will be greatly diminished due to access to virtual learning resources (p. 16).

The third goal is learning is nonlinear. This is not possible in the current educational model but will be possible with new technologies. This will allow for more natural learning as cognitive links are formed and would engage students. Students would be allowed to follow their interests and ideas spontaneously as they developed. They propose intelligent tracking software would track and guide progress. It would also identify goals to remaining to met as well as instructional holes. The educator’s role would be one of facilitator or guide.

The fourth goal deals with learning with thinking machines. Jukes, McCain and Crockett (2010) stated, “Up until now, technological tools have been used for searching, retrieving, viewing, organizing, calculating, and editing information” (p. 17). However, in the future students will interact with SMART (Systems Managing Agents in Real Time) tutors that will provide assistance with skill development. This type of interaction whether online or with a robot will become as natural as talking with a human teacher. This will allow the teacher to focus and spend their time on teaching higher-level skills.

Fifth, learning is focused on multimedia. The authors quote John Naisbit as saying a visual culture is taking over the world. Students will need to be equipped with the skills to process multimedia messages. This will require both skills in receiving and decoding messages sent along with communication with multimedia formats. Students will serve as consumers, producers and publishers of information. The educator’s role will be advocating the use of technology and getting students access to digital tools.

Learning is collaborative is the sixth goal presented. Collaboration is essential and now technology has provided the opportunity to collaborate with people across the world. Therefore it is essential that students acquire collaboration skills to be successful in school, work and life. New technologies will provide opportunities for experts to virtually assist teachers in the classroom. Educators will need to become lifelong learners. They will also need to transition from teaching to students to one of learning with students and maybe even from students.

Seventh, learning using the whole mind. This is based on brain research linking high level thought in problem solving using both sides of the brain. Traditional schooling is primarily focused on the left side of the brain. New technologies can bring automation and outsourcing which requires high levels of thought. Jukes, McCain and Crockett (2010) stated, “While students must develop left-brain skills in reading, writing, arithmetic and logic analysis, they must develop right-brain skills in information processing and problem solving” (p. 19).

Learning is based on discovery. In the traditional school setting teachers lecture and students listen and then take a test. They often forget the content they memorized within 48 hours of taking the test. In my opinion, this is one of the problems with the current education model and its’ emphasis on testing and accountability system. There is not time to really delve into the content due to time constraints and the demands of the content to be covered. However, with technological developments students will have the ability to learn firsthand instead of listening to lectures. These learning experiences will allow student to explore and discover using simulations. The educator’s role will be creating learning tasks that will foster development of high level thinking skills through discovery.

Ninth, learning is problem-based. This is in contrast to the current model, which is focused on instruction of content delivery. In order for long term learning to occur content will need to be relevant and engaging for students. The students should use their whole brain in completing activities. The educator’s role will be to craft problems that address content and use high level thinking skills. Teachers will need training in problem-based instruction.

The last goal addressed by Jukes, McCain and Crockett (2010) is evaluation being holistic. The current education model uses written tests, usually multiple-choice questions with some essay or short answer, which only provides a snapshot of student learning. This type of test reflects memorization and repetition of content. In the modern world, real learning will include development of social skills and consideration of others. This will require the student to use a number of skills in completing problem solving tasks. The educator’s roles will be evaluating students holistically. This could be done through portfolios with student work samples, live performances or some other demonstration of creativity and competency. Feedback should be timely, specific and non-judgmental. New software will complete summative assessments leaving time for teachers to focus on holistic evaluations.

In order to meet the educational goals presented, educators will need training. Jukes, McCain and Crockett (2010) state, “Retraining will require regular classes for teachers for which they are released from their regular teaching duties” (p. 21). The traditional allotment of a few professional development days for technology training will not be sufficient in developing teacher skills.

Economic and Social Implications.

Technologies, such as the World Wide Web, have shaped the economic, social, and political life practices of our civilization. In his article, “Web 2.0: a new chapter in development in practice?” Chris Addison (2006) presents how developments in communications particular to the Internet change the international development community. Tim O’Rielly popularized the term Web 2.0 to describe these new services, which presented a new way of working. Addison (2006) wrote, “It makes it easier to build DIY web sites without needing a host or consultancy company. It is also possible to participate in the development of large collaborate systems for sharing information” (p.624) such as Wikipedia.org. He presents the following services: web logs (blogging), wikis, newsreaders, swikki, social bookmarking, Dgroups, A9.com and Google services.

The World Wide Web is entering its third decade and has changed drastically since the beginning. Chris Edwards’ (2010) “Forever Blowing Bubbles” examines marketing with the Web. He discusses the “Cluetrain Manifesto: The End of Business as Usual” by Rick Levine, Christopher Locke, Doc Searls and David Weinberger. Edwards (2010) proposes that blogging and social media is used more among marketing people. He wrote

In the ‘Cluetrain’ world, authority figures no longer have control over public opinion because a million, a billion voices might disagree and publish their views on a multitude of blogs, forums, and websites. In practice, this has always been the case- without collective dissent being possible revolutions would never have happened. However; the World Wide Web has made it much easier and quicker to challenge the pronouncements from on high (p. 71).

Edwards also discusses Mooer’s Law, which is useful rule on searching for information. It is based on the theory that people do not like to search for information and even when information is available people will ignore it if it is tough understand. He believes, “Actively getting things wrong can make you more famous on the Web than someone who has patiently researched a topic and uncovered as much evidence as they can to support it” (Edwards, 2010, p.71). This will happen by people pointing out error on social media like Twitter, Face book or a blog and including a link to the mistake thus making the results displayed in a search engine to provide a link to that page. In order to address this problem, Tim Berners-Lee wants more data online and wants to use machine intelligence to search and sort to yield more useful information.

The World Wide Web with its social network sites has helped some countries in their fight for political reform. This has been seen in Tunisia and Egypt in their rebellion of government authority and fight for democracy using Facebook to communicate and spread their message. Women in Saudi Arabia have also used Face book to help aid in their fight for women’s rights. The Web with its social media played a huge part in the victory of the Tunisian revolt that sparked the other Middle East movements.

There have been both positive and negative contributions with major technological innovations. For example, the world has seen incredible advances in the medical field as well as improvements in the quality of living. Socially, distance is no longer a barrier in communicating with friends, family or colleagues. However, there is a cost-benefit to all things.

The advancing technology also brings its share of pitfalls and problems. For example, law enforcement departments have created task forces to deal with ‘cyber’ crimes, those crimes taking place on the Internet. Cyber bullying is fast becoming a problem in the schools of America. In addition, cyber terrorism is a threat to the government and financial agencies in America.

It is hard to determine who benefits most from new technologies. I believe all society benefits from the new technologies in some form. Politicians and government often led the way for these advancing technologies. The economic market has also benefited, for instance the Internet had provided small businesses as well as individuals the ability to market their product to the world with ease. There are also educational and social benefits associated with the Internet as previously discussed.

There was recently a story on our local news addressing the idea that the World Wide Web was causing a decline in people’s memory. The reporter proposed that people are no longer choosing to remember all the information they once did because they could simply look up the answer to any question on the Internet. This was a reminder of the warnings in presented in Neal Postman’s (1992) Technopoly .

There have been several major contributors to our technological society. It is difficult to determine who has shaped society the most with their invention. Arguments could be made for Tim Berners-Lee and his creation of the World Wide Web, Thomas Edison and electricity, or Steve Jobs and Apple electronics. However, one thing is for certain, these people have shaped the way society lives.

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