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We live in a complicated world, only amplified by the sometimes useful but often challenging presence of the internet. The internet is not a bad thing and has many positive uses. In a scholastic setting, however, it causes distraction; as a research tool it has significant limitations; and as a teaching resource it creates multiple problems.

The first level in which the internet poses challenges to teaching is within the classroom setting itself. Students are masters of self-distraction, whether this be during a lesson or during provided homework time; when students are given access to computers to do work on a paper, project, or otherwise it seems that the natural tendency toward distraction is only increased. Indeed, there are many ways in which the internet can distract students. Students often wish to check their email and many times respond to messages. Game websites exist in abundance and easily draw students away from the tasks at hand.

These things are obvious. Another more subtle culprit is at work here, however, and that is the abundance and accessibility of low quality and oft-times inaccurate information.

Information of poor quality is in excess on the internet. It is difficult, especially for younger students, to determine which sources are profitable and which are inadequate. Many seemingly reputable sources often contain weak information, and more often than not the information available is slighted considerably. These types of web sites not only waste the time of the student, but also represent one of the most significant problems with internet use within the education system, namely the inaccuracy of information.

Inaccurate information is a major problem both for students and teachers alike. Such inaccuracies either misinform students or confuse them. Many students don't know how to identify acceptable internet sources and therefore stumble upon what is most popular rather than what is most correct.

Teachers today, therefore, have an enlarged burden and responsibility due their students: they must provide adequate instruction as to the use of the internet for scholarly research. This insight must be given students at the earliest opportunity, for habits form early and are difficult to break. In addition to this, dependency on the internet is rising amongst students young and old.

As to the use of the internet at school, home, and abroad, it is obvious that students today are increasingly internet-dependant. This dependency acts negatively upon students,

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