Internet as a Preferred Resource Ict Tool after Data Pack Price Affordability

Only a few days ago, we did not offered rather did not know much about the Internet; we could not aware about its facilities, now a days a scenario has changed we cannot even imagine our life with it. Now we have got a lot of different kinds of know recourses about Internet telecommunication technologies: manuals on the usage of these technologies for various purposes, popular scientific literature, advertisements calling upon the users to locate their information in the net, how to use it in the teaching and learning process, etc. Our purpose is to describe the place of the Internet in modern education, its role in enhancing the effectiveness of different forms of education, increasing the chances of those who would like to learn but cannot go through regular options [1]. This set of materials consists of analyze the situation with the Internet in education in different countries of the world to gives a chance to get acquainted with the positive aspects that the Internet provides for the sphere of education and the problems which arise[2]. We consider it particularly important to have an objective look at Internet opportunities for education. That is why in the Introduction we draw your attention to the problems, which we consider especially significant for the education systems’ decision-makers and for those who organize the teaching and learning process.

The analytical materials of the first part cover the situation in the USA, European countries, some countries of Africa and Asia. It is a survey of almost 90 sources made by the authors from different countries. Secondly be regarded as materials for discussion [3]. We think it is very useful to be able to ponder on the problem, to argue about different views, to formulate one’s position. This Part includes four Units, which reflect the philosophical and pedagogical views of their authors on the role of the Internet in education and are organized especially for discussion. A reader can pay special attention to those points and formulate his/her own view, which can either coincide with or differ from those of the authors. As well, each Unit is concluded with some topics for discussion. So you can share your opinion with your colleagues on the problems described in this or that Unit. Last might be to quite autonomous [2]. It is a textbook for Internet users, which offers some materials on Internet technologies. It can be very helpful for those who have not yet mastered these technologies but are ready and eager to do so. In the Appendix you will find the list of references to Internet resources in education. Thus, the set of materials is addressed to the educators who should be aware of the situation with Internet usage in education; to the teachers and tutors who realize the teaching and learning process widely using the Internet resources and facilities either in traditional or distance forms. We do hope that this set of materials will not be looked through but will help you contemplate over the problems discussed here [6]

Above has come true because of affordability of internet prizes. The Alliance for Affordable Internet research have did following observations [7].

• Zero-rating did not bring most mobile Internet users online for the first time. Nearly nine in 10 users surveyed report having used the Internet before accessing it through a zero-rated plan. Numbers of people coming online for the first time via zero-rating were slightly higher in India (15%) and Peru (22%). About 10% of users said they had used zero-rating at least once.
• Public WiFi is the primary means of connection for one in five users. Most users surveyed (51%) use a full-cost data plan as their primary means of connecting to the Internet and public WiFi was the second most common method of connection (21%), particularly in countries like Peru (40%) and the Philippines (34%). Women are also more likely to use public WiFi.
• Users typically combine data plans to suit their connectivity needs. In terms of users shifting from use of a zero-rated service to a paid service, 28% of all zero-rating users no longer use a zero-rating plan and are now paying customers (i.e., they now use a full-cost or service-specific plan). In addition, 35% of all zero-rating users continue to use the zero-rated service and a paid plan. 37% continue to use only “no cost” options — that is, their zero-rated service in combination with public WiFi.
• The vast majority of users (82%) prefer access to the full Internet with time or data limitations, if restrictions are imposed. Approximately half (48%) of all users said that the restriction they most preferred was a limitation on time (i.e., the free plan would be only be valid for a short time, with no restriction on the websites/apps that could be accessed), while a third of respondents said they would prefer access to all websites/apps, with a restriction on the amount of data that could be used [7].

Thomas Sachson has said that when large company gives away free data to encourage online engagement via their own app, other competing companies will respond promptly with even more compelling free data offers in their own apps, thereby creating an upward spiral of freeness for the end-user in pursuit of that consumer’s patronage. This is a very good thing indeed and will result in a large surplus of free data accruing to users of these services. This is free market dynamics at its finest and nicely explains why very few (e.g., my guess is almost zero) low income consumers are complaining about zero-rating / toll-free data implementations — these folks just want / need the free data. But this is only the initial iteration of data freeness [7].

Once this free data dynamic is readily appreciated by app providers and end-users alike, one will soon see the emergence of a secondary (and far more powerful) business model where end-user consumers are rewarded with more data than they actually consume in a data sponsored app (e.g., they consume 10 MB via an app but are rewarded with 15 MB back into their mobile accounts to be used freely however they choose — so they get back the 10 MB spent in the app plus 5 MB as a “bonus” to be used elsewhere). As such, I can think of no greater way to empower the consumer to accumulate more free data on a continuous basis than to have it provided by the very entities wishing to competitively engage with them. when free data is offered in a transparent, user-determined, and thoughtful manner, society will quickly see that competition for engagement (via the distribution of free data) will result in an online ecosystem where most people have ample pools of free data at their disposal to go online when they want and how they want, yet not feel the sting of high monthly data charges. And by the way, this is also the likely solution to the ad blocking problem. In a Similar way John Laprise has said Affordability is the most vexing issue facing advocates of extending Internet access. It would be helpful to know whether zero rating services are or are not a useful tool for addressing this problem [7].

The factors which influence the effectiveness of Internet use in education the most important among them is the ability of a user to work with information. It is not that simple, because it demands on behalf of a student the ability to use different kinds of intellectual skills, which many of our students do not possess. It means that a student should be able to analyze the information he deals with, to select the facts, data adequate to the problem he investigates. He/she has to find arguments to prove his/her point of view. It is quite obvious that the information the student comes across in the Internet is not always helpful. More than that, it can be very aggressive; it can be not up to the scientific level, etc. The Internet is a very democratic environment where every user can locate his/her information. A lot of educational materials do not undergo any examination. This fact produces a lot of difficulties even for a teacher to select the material for educational purposes. To solve this problem one must be competent in his professional field. He/she should be able to analyze the material and recommend it to his/her students, and the students selecting the information should be also able to decide if this or that material is flawless to be used for the cognitive purposes. Thus, for effective education a mere access to Internet information resources is not enough. It is necessary to prepare the students beforehand to work with information or to provide those who use the distance form of education with special tasks destined to develop intellectual skills of critical thinking, working with verbal texts, multimedia environment, to create all kinds of so-called secondary texts (abstracts, summaries, essays, etc.), to be able to work with information. It means in other words to develop their critical thinking. This must be the goal of every education system. So, this is the first factor, which influences the efficiency of the Internet in education. Besides, we should keep in mind that reading electronic texts in the net is not like reading printed texts. We have to look it through rather than read it thoroughly and make decision if it is worth downloading and more attentive reading later or not. So, students should be taught to look through the texts quickly, selecting the main ideas interesting for them from the point of view of their cognitive task. This has been confirmed that Indians adore their mobiles for surfing the internet,” Tarak Desai of Stat Counter, Mumbai, said. “Internet usage by mobile in India is striking compared to that in most other countries.” Desai attributed part of the success to the latest entrant to India’s $50-billion telecom sector: Reliance Jio. The Mukesh Ambani-led venture lured over 100 million subscribers by offering one gigabyte (GB) a day of free 4G. It also ignited price wars that drove data prices in the country down by nearly 20%.[5]

Current generation is using technology for learning; this would be confirmed by looking at the changing face of education and goes on to consider the different ways. It goes on to consider some of the pressures for change in the present education systems. The idea of a Personal Learning Environment recognizes that learning is ongoing and seeks to provide tools to support that learning. It also recognizes the role of the individual in organizing his or her own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. Linked to this is an increasing recognition of the importance of informal learning [2]. The paper also looks at changing technology, especially the emergence of ubiquitous computing and the development of social software.

The paper believes that we are coming to realize that we cannot simply reproduce previous forms of learning, the classroom or the university, embodied in software. Instead, we have to look at the new opportunities for learning afforded by emerging technologies. Social software offers the opportunity to narrow the divide between producers and consumers. Consumers themselves become producers, through creating and sharing. One implication is the potential for a new ecology of ‘open’ content, books, learning materials and multimedia, through learners themselves becoming producers of learning materials. Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and sources of learning and providing an ongoing record of lifelong learning, capable of expression in different forms. The paper considers how Personal Learning Environments might be developed through the aggregation of different services. The final section provides examples of practices that show how PLEs may be used in the future[3].

Lifelong learning is hardly a new idea. Arguably, the idea of lifelong learning was originally rooted in the workers movement. In the UK, the Mechanics Institutes, the Miners Halls and organizations like the Workers Educational Association organized the classes and courses for workers to improve their own education as well as providing access to learning resources and social activities. Whilst this provision might aim at developing technical and labour market related skills and knowledge, it was guided by a wider belief in the power of education for emancipation. The more recent focus on lifelong learning, in say the last thirty years, has been guided by far narrower discourses. Driven by a shorter product life cycle, the increasing speed of adoption and implementation of new technologies in the workplace and the increasing instability of employment with the computer driven industrial revolution, it was reasoned that workers would need continuous learning throughout their work-life to update their occupational skills and knowledge or to learn new occupational competences.

It was contestable as to who would be responsible for this. Whilst previously continuing vocational training had been the responsibility of employers, and the state was seen as playing a leading role in the provision of continuing education and training, it was now often argued that individuals were responsible for maintaining their own employability, albeit sometimes with the assistance of grants, vouchers and subsidized courses. If not continuous, learning is now seen as multi episodic, with individuals spending occasional periods of formal education and training throughout their working life. The idea of a Personal Learning Environment recognizes that learning is continuing and seeks to provide tools to support that learning. It also recognizes the role of the individual in organizing their own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. Linked to this is an increasing recognition of the importance of informal learning [5].

Informal learning is something of a conundrum. Fairly obviously, we learn throughout our lives, in all kinds of different setting and contexts. Most of this learning does not come from formal educational programmes. According to the Institute for Research on Learning, at most, formal training only accounts for 20 percent of how people learn their jobs. Most workers learn their jobs from observing others, asking questions, trial and error, calling the help desk and other unscheduled, largely independent activities. Yet there has been little attention paid to informal learning or to how it takes place. In most European countries there has been some moves to recognize inform learning. However, most effort has been expended on trying to assess and certify informal learning, (Whether it then remains informal is a moot point, as is whether most people wish their informal learning to be certified). There has been interest in informal learning from the corporate world, driven by the desire to capitalize on the intellectual assets of the workforce, to manage organizational knowledge and in recognition that informal learning may prove a cost effective way of developing competence. In terms of educational technology, there has been little attention paid to informal learning.

It is remarkable that formal learning technology and applications have only really been made available to those enrolled on an educational programme or to those working for larger enterprises [4]. The promise of Personal Learning Environments could be to extend access to educational technology to everyone who wishes to organize their own learning. Furthermore the idea of the PLE purports to include and bring together all learning, including informal learning, workplace learning, learning from the home, learning driven by problem solving and learning motivated by personal interest as well as learning through engagement in formal educational programmes. Personal Learning Environments could also facilitate different styles of learning. A different style of Learning It is argued that we all have different styles of learning and approach learning in different ways. Although this would seem self-evident, attempts to theories and classify such learning styles are less than convincing.. Personally, I do not think I have one particular learning style but use different learning styles and different ‘intelligences’ in

What does a Personal Learning Environment look like? In the introduction I said that a Personal Learning environment was not an application. A PLE is comprised of all the different tools we use in our everyday life for learning [4]. Many of these tools will be based on social software. Social software is used here in the meaning of software that lets people rendezvous, connect or collaborate by use of a computer network. It supports networks of people, content and services that are more adaptable and responsive to changing needs and goals. Social Software adapts to its environment, instead of requiring its environment to adapt to software.