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The Internet at School

8/2/2005 | Memo | Lee Rainie, Paul Hitlin

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 most recent Pew Internet Project survey finds that 87% of all youth between the ages of 12 and 17 use the internet. That translates into about 21 million people. Of those 21 million online teens, 78% (or about 16 million students) say they use the internet at school. Put another way, this means that 68% of all teenagers have used the internet at school.

This represents growth of roughly 45% over the past four years from about 11 million teens who used the internet in schools in late 2000. In the Pew Internet Project survey in late 2000, we found that 73% of those ages 12 to 17 used the internet and that 47% of those in that age cohort used the internet at school.

For a growing portion of the online teen population, schools have become an important venue for internet use for a significant number of teens. About one in five online teens (18%) who use the internet from multiple locations list school as the location where they go online most often. This figure is up from 11% in December 2000.

pewinternet: The Internet at School 08/2/2005 | Memo | Lee Rainie, Paul Hitlin

The Internet Goes to College: How Students are Living in the Future with Today's Technology

9/15/2002 | Report | Steve Jones, Mary Madden

The goal of this study was to learn about the Internet’s impact on college students’ daily lives, and to determine the impact of that use on their academic and social routines. Surveys were randomly distributed to college students at a wide range of two-year and four-year public and private colleges and universities in the continental United States. The study focused on traditional college students, ones who are seeking a college degree and who devote much or all of their time to their studies. The students reported largely positive academic experiences with the Internet. Seventy-nine percent of college students reported that Internet use has had a positive impact on their college academic experience. Nearly half reported that email enables them to express ideas to a professor that they would not have expressed in class. Many college students also reported using the Internet primarily to communicate socially, with friends. The implications of their Internet use are discussed.

The Internet Goes to College: pewinternet: How Students are Living in the Future with Today's Technology 9/15/2002 | Report | Steve Jones, Mary Madden

College Students and the Web: A Pew Internet Data Memo
9/15/2002 | Memo | Lee Rainie, Max Kalehoff, Dan Hess

The university audience gravitates toward entertainment, society and community. The university audience is often associated with its craving for music, movies and fashion. Not surprisingly, the top 20 shopping Web sites with the highest percentage of college visitors cater strongly to those three desires. College students are disproportionately likely to do online shopping at places where they can buy event tickets, sports and fitness gear, books, music, computer gear and health and beauty products

The Digital Disconnect: The widening gap between Internet-savvy students and their schools
8/14/2002 | Report | Doug Levin, Sousan Arafeh, Amanda Lenhart, Lee Rainie

Using the Internet is the norm for today’s youth. Due in large part to high profile and sometime controversial education technology public policy initiatives, it is conventional wisdom that much of this use occurs in schools. The American Institutes for Research was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools.

Internet-savvy students rely on the Internet to help them do their schoolwork. They describe dozens of different education-related uses of the Internet. Virtually all use the Internet to do research to help them write papers or complete class work or homework assignments. The students employ five different metaphors to explain how they use the Internet for school: The Internet as virtual textbook and reference library, as virtual tutor and study shortcut, as virtual study group, as virtual guidance counselor, and the Internet as virtual locker, backpack, and notebook.

Many schools and teachers have not yet recognized—much less responded to—the new ways students communicate and access information over the Internet. Students report that there is a substantial disconnect between how they use the Internet for school and how they use the Internet during the school day and under teacher direction. For the most part, students’ educational use of the Internet occurs outside of the school day, outside of the school building, outside the direction of their teachers. While there are a variety of pressures, concerns, and outright challenges in providing Internet access to teachers and students at school, students perceive this disconnect to be the result of school administrators setting the tone for use at school, the wide variation in teacher policies regarding Internet use in and for class and poor and uninspiring quality of Internet-based assignments. Students say they face several roadblocks when it comes to using the Internet at schools. In many cases, these roadblocks discourage them from using the Internet as much, or as creatively, as they would like. They note that quality of access, heavy-handed filtering and the inequalities in home access among students constitute major barriers to Internet use in and for school.

Of course, student use of the Internet for school does not occur in a vacuum. Students’ experiences, and those of their states, districts, schools, teachers, and parents, strongly affect how the Internet is adopted in schools. Nonetheless, large numbers of students say they are changing because of their out-of-school use of the Internet—and their reliance on it. Internet-savvy students are coming to school with different expectations, different skills, and access to different resources.

The Internet and Education: Findings of the Pew Internet & American Life Project
9/1/2001 | Report | Amanda Lenhart, Maya Simon, Mike Graziano

The Internet has become an increasingly important feature of the learning environment for teenagers. Research by the Pew Internet & American Life Project in November and December 2000 shows that teens use the Internet as an essential study aid outside the classroom and that the Internet increasingly has a place inside the classroom. The Project surveyed 754 online youth ages 12-17 and their parents. Teens and parents report that Internet is vital to completing school projects and has effectively replaced the library for a large number of online youth. 71% of students report using the Internet at their primary source for their last major project, and they also report accessing online study aids like Sparknotes or CliffNotes. Beyond legitimate assistance with studies via websites, or email or Instant message communication with teachers, students also take advantage of the Internet to cheat, with 18% of students reporting knowing someone who used the Internet to do so.

Teens and Technology: Youth are Leading the Transition to a Fully Wired and Mobile Nation
7/27/2005 | Report | Amanda Lenhart, Mary Madden, Paul Hitlin

Today’s American teens live in a world enveloped by communications technologies; the internet and cell phones have become a central force that fuels the rhythm of daily life.

The number of teenagers using the internet has grown 24% in the past four years and 87% of those between the ages of 12 and 17 are online. Compared to four years ago, teens’ use of the internet has intensified and broadened as they log on more often and do more things when they are online.

Among other things, there has been significant growth over the past four years in the number of teens who play games on the internet, get news, shop online, and get health information.

Not only has the number of users increased, but also the variety of technologies that teens use to support their communication, research, and entertainment desires has grown.

These technologies enable a variety of methods and channels by which youth can communicate with one another as well as with their parents and other authorities. Email, once the cutting edge “killer app,” is losing its privileged place among many teens as they express preferences for instant messaging (IM) and text messaging as ways to connect with their friends.

In focus groups, teens described their new environment. To them, email is increasingly seen as a tool for communicating with “adults” such as teachers, institutions like schools, and as a way to convey lengthy and detailed information to large groups. Meanwhile, IM is used for everyday conversations with multiple friends that range from casual to more serious and private exchanges.

It is also used as a place of personal expression. Through buddy icons or other customization of the look and feel of IM communications, teens can express and differentiate themselves. Other instant messaging tools allow for the posting of personal profiles, or even “away” messages, durable signals posted when a user is away from the computer but wishes to remain connected to their IM network.

Protecting Teens Online: More than half of American families with teenagers use filters to limit access to potentially harmful content online. But both teens and parents believe that teens do things on the internet that their parents would not approve of
3/17/2005 | Report | Amanda Lenhart

More than half of American families with teenagers use filters to limit access to potentially harmful online content – a 65% increase from the number of those who used filters in 2000. But big majorities of both teens and parents believe that teens do things on the internet that their parents would not approve of.

A new survey of 1,100 youth – those ages 12 to 17 – and 1,100 of their parents shows that 54% of internet-connected families now use some sort of internet filter or monitoring software, up from 41% of internet-connected families who used filters in 2000, the most recent time the Pew Internet & American Life Project surveyed on the issue. In all, about 19 million youth live in homes with internet connections and the number of children living in homes with filters has grown from 7 million in 2000 to 12 million today.

The filters tend to be used by parents who themselves are frequent users of the internet and who have middle-school-age children. Parents who have older children and who are less tech-savvy are less likely to use filters.

At the same time, parents are showing higher levels of vigilance about protecting their children online, there is striking consensus among parents and their teens that the teenage population is not as careful as it should be online and that teens do things online their parents don’t know about.


81% of parents of online teens say that teens aren’t careful enough when giving out information about themselves online and 79% of online teens agree with this.
65% of all parents and 64% of all teens say that teens do things online that they wouldn’t want their parents to know about.