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it was in this sense that our students conceived of the internet as a virtual reality community. while some of the most internet savvy students have learned to appreciate the benefits of being able to control their own lives online, and to move around in it, they also recognize that the internet offers many drawbacks. for example, some would argue that the anonymity of the internet has led to the proliferation of cyberbullying. students of a religious faith are particularly aware of the dangers of the internet. they have learned, for example, that it provides a virtual platform for pornographic content; that it has been used to send malicious software; that it has been a vehicle for online gambling; and that it is a pervasive source of rumor and gossip. also, because of its anonymity, they say, many of their online interactions take place in a non-consensual and dangerous manner. some students have told us that they have engaged in consensual sex online but that they have been subjected to sexually explicit material, which they did not expect. they are leery of their students as well. many of them say that in the fast-paced world of college, they do not know who else to trust.

as their experiences with the internet demonstrate, these students have much to learn about how to effectively interact in this digital world. they don’t want to sacrifice the benefits of the internet for privacy, anonymity, or safety. and they have clearly learned that you cannot use the internet safely. if they cannot be safe online, they say they don’t want to use the internet. they feel that they are entitled to be safe online. they want to be given the same level of protection, if not more, than other people who are fully present at school and at home.

the advent of broadband internet connections and faster computers have allowed students to play games online, through other computers or on their own computers. students can also play games on their computers, even when using an x-screening program and the windows xp system.
they play world of warcraft and other games for 10 or more hours a day during the school year. another player told us, i look at the forum and read a lot of talk. other games they play include call of duty 4, urban terror, world of warcraft, counter-strike, and quake iii. students also use online multiplayer networks like battle.net, quakenet, and gamespy to communicate with other players. a student who plays world of warcraft told us that he lists his online status as “in-game” whenever he is playing. such games are played for hours at a time while students are at school, and most students report that they are in class or doing homework for much of the time spent playing.
other internet uses by students include playing games and watching movies on their computers. one 9th-grade girl told us, i played monkey island for hours and hours. in fact, i had it on my hard drive for two years. it looked like a roller coaster ride. i played it on my computer from the time i got home from school to around midnight.
many education experts argue that technology-based learning will benefit students and educators by improving literacy levels, increasing student motivation, providing individualised instruction, providing interactive learning experiences, maintaining learning throughout students’ lives and promoting a greater sense of ownership and responsibility for student progress. indeed, research is beginning to suggest that digital technologies can help to improve the learning process.
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