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Pew Internet & American Life Project

Teen use of the internet at school has grown 45% since 2000. The vast majority of teens and their parents believe that the use of the internet helps students in the classroom and in their studies, but some teens believe too many of their peers use the internet to cheat. The internet is an important element in the overall educational experience of many teenagers. Schools are a common location where online teens access the web, although very few online teenagers rely exclusively on their school for that web access. Further, there is widespread agreement among teens and their parents that the internet can be a useful tool for school. However, 37% of teens say they believe that "too many" of their peers are using the internet to cheat. And there is some disagreement among teens and their parents about whether children must be web-literate by the time they begin school. Additionally, large numbers of teens and adults have used the web to search for information about colleges and universities. The results reported here were gathered through telephone interviews conducted by Princeton Survey Research Associates for the Pew Internet & American Life Project between October 26 and November 28, 2004, among a sample of 1,100 parent-child pairs. Teens in these surveys are young people between the ages of 12 and 17. For results based on the total parent or teen sample, one can say with 95% confidence that the error attributable to sampling and other random effects is +/- 3%. For results based on online teens or online parents, margin of sampling error is +/- 4%. (Contains 2 tables and 6 footnotes.)

Descriptors: Computer Uses in Education, Adolescents, Sampling, Internet, Access to Computers, Student Attitudes, Use Studies, Parent Attitudes, Interviews, Telephone Surveys, Cheating, Questionnaires, Student Surveys

Pew Internet & American Life Project. 1615 L Street NW Suite 700, Washington, DC 20036. Tel: 202-419-4500; Fax: 202-419-4505; Web site: http://pewinternet.org





Autor: Hitlin, Paul; Rainie, Lee

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6010&id=ED525055







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