Abstract

Children of school age routinely gamer information from the Web-sites and homepages of the World Wide Web (WWW). For the foreseeable future increasing numbers of children will be doing more and more of this. These children will generally be in classrooms for much of the time, although their school-based learning will be supplemented by the use of home computers. The content and quality of information gathered by children will continue to be circumscribed by the demands of the curriculum and by the parameters and guidelines provided by for example anti-pornography filtering software or, more positively, the National Grid for Learning.1 For the foreseeable future too, teachers will remain in a position to enable, guide and regulate children’s Internet use. It is and will be the job of teachers to help children to employ the resources of the WWW in order to become well informed, and to help them to reflect intelligently on the structures and processes involved, and on the significance of their learning to wider human concerns. But what specifically do children learn from using the WWW? Furthermore, is it possible that using the WWW and reflecting on the engagement with it could provide an opportunity for children to learn something new and significant? If so, what is it, and what is the role of teachers in this learning?