Only a few days ago we did not offer offers, but we did not know much about the Internet; we couldn't know about its facilities, now the scenario has changed we can't even imagine our life with it. We now have many types of known resources on Internet telecommunication technologies: manuals on the use of these technologies for various purposes, popular scientific literature, advertisements inviting users to locate their information on the net, how to use it in the process teaching and learning, etc. Our aim is to describe the place of the Internet in modern education, its role in improving the effectiveness of different forms of education, increasing the chances of those who would like to learn but cannot follow regular options [1]. This set of materials consists of analyzing the situation of the Internet in education in different countries of the world in order to become familiar with the positive aspects that the Internet brings to the field of education and the problems that arise from it[2 ]. We consider it particularly important to take an objective look at Internet opportunities for education. That is why, in the introduction, we draw your attention to the issues that we consider particularly important for decision-makers in education systems and for those who organize the teaching and learning process.Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get an original essay The analytical materials in part one cover the situation in the United States, European countries, some countries in Africa and elsewhere. 'Asia. This is a survey of nearly 90 sources carried out by authors from different countries. Second, to be considered as discussion materials [3]. We think it is very useful to be able to think about the problem, to argue from different points of view, to formulate your position. This part includes four units that reflect their authors' philosophical and pedagogical views on the role of the Internet in education and are organized specifically for discussion. The reader can pay special attention to these points and formulate his own point of view, which may either coincide or differ from that of the authors. Additionally, each unit ends with a few discussion topics. You will be able to share your opinion with your colleagues on the issues described in this or that Unit. The latter could be too autonomous [2]. This is a handbook for Internet users, which provides material on Internet technologies. This can be very useful for those who have not yet mastered these technologies but are ready and willing to do so. In the appendix you will find the list of references to Internet educational resources. Thus, all the material is aimed at educators who need to be aware of the situation of Internet use in education; to teachers and tutors who carry out the teaching and learning process by making extensive use of the resources and facilities of the Internet, either in traditional form or remotely. We hope that this set of materials will not be reviewed but will help you think through the issues discussed here. [6] The above has become reality due to the affordability of Internet prices. Research from the Alliance for Affordable Internet made the following observations [7]. The zero rate did not allow most mobile Internet users to go online for the first time. Nearly nine out of ten users surveyed say they haveused the Internet before accessing it via a tax-free plan. The number of people logging in for the first time via zero rate was slightly higher in India (15%) and Peru (22%). Around 10% of users say they have used tax refund at least once. Public WiFi is the main means of connection for one in five users. Most users surveyed (51%) use a full-price data plan as their primary means of connecting to the internet and public WiFi was the second most common connection method (21%), especially in countries like Peru (40%) and the Philippines (34%). Women are also more likely to use public Wi-Fi. Users commonly combine data plans to meet their connectivity needs. When it comes to users switching from a zero-rated to a paid service, 28% of all zero-rated users are no longer using a zero-rated plan and are now paying customers (i.e. they are now using a full-price or paid plan). service-specific plan). Additionally, 35% of all zero-rated users continue to use the zero-rated service and a paid plan. 37% continue to use only the “free” options, i.e. their zero-rated service in combination with public Wi-Fi. The vast majority of users (82%) prefer full Internet access with time or data limitations, if restrictions are imposed. imposed. About half (48%) of all users said their preferred restriction was a time limitation (i.e. the free plan would only be good for a short time, with no restrictions on accessible websites/applications). , while a third of respondents said they would prefer to access all websites/apps, with a restriction on the amount of data that can be used [7]. Thomas Sachson said that when a large company gives away free data to encourage online engagement through their own app, other competing companies will quickly respond with even more attractive free data deals in their own apps, creating a spiral ascending freedom for the end user in search of his patronage. This is indeed a very good thing and will result in a significant surplus of free data for users of these services. This is free market dynamics at its finest and explains why very few low-income consumers (e.g., I'm guessing it's close to zero) are complaining about the implementation of zero-rated data or Free – these people just want/need free data. But this is only the first iteration of data freedom [7]. Once this free data dynamic is easily enjoyed by application providers and end users, we will soon see the emergence of a secondary (and much more powerful) business model where consumer users are rewarded with more of data than they actually consume in a data-sponsored app (e.g. they consume 10MB via an app but are rewarded with 15MB returned to their mobile accounts to be used freely as they wish - they get back so the 10 MB spent in the application plus 5 MB in “bonus” to use elsewhere). As such, I can think of no better way to allow the consumer to accumulate more free data on an ongoing basis than to have it provided by the very entities that wish to competitively interact with them. When free data is offered in a transparent manner, determined and considered by the user, theSociety will quickly understand that competition for engagement (via the distribution of free data) will result in the creation of an online ecosystem in which most people have vast reserves of free data at their disposal. They have the flexibility to connect when they want and how they want, without feeling the high monthly data costs. And besides, this is also the likely solution to the ad blocking problem. Similarly, John Laprise said affordability is the most vexing issue facing advocates of expanding Internet access. It would be helpful to know whether or not tax refund services are a useful tool to address this issue [7]. The factors that influence the effectiveness of the use of the Internet in education, the most important of them is the ability of a user to work with information. It is not that simple, because it requires from a student the ability to use different types of intellectual skills, which many of our students do not possess. This means that a student must be able to analyze the information he processes, to select the facts, the data appropriate to the problem he is studying. He must find arguments to prove his point of view. It is obvious that the information that students find on the Internet is not always useful. What's more, he can be very aggressive; it may not depend on the scientific level, etc. The Internet is a very democratic environment where every user can locate their information. Many teaching materials are not subject to any examination. This fact creates many difficulties even for a teacher when it comes to selecting materials for teaching purposes. To solve this problem, one must be competent in their professional field. He must be able to analyze the material and recommend it to his students, and the students who select the information must also be able to decide whether this or that material is perfect to be used for cognitive purposes. Thus, for effective education, simple access to information resources on the Internet is not enough. It is necessary to prepare students in advance for working with information or to entrust those who use distance learning with special tasks designed to develop intellectual abilities of critical thinking, work with verbal texts, multimedia environment , to create all kinds of situations. called secondary texts (abstracts, summaries, essays, etc.), to be able to work with information. In other words, it is about developing their critical thinking skills. This must be the goal of any education system. It is therefore the first factor that influences the effectiveness of the Internet in education. Furthermore, it should be remembered that reading electronic texts on the Internet is not like reading printed texts. We need to look at it carefully rather than reading it carefully and decide whether it is worth downloading and reading more carefully later or not. Students must therefore be taught to quickly scan texts, selecting the main ideas that interest them from the point of view of their cognitive task. It has been confirmed: Indians love their mobile phones for surfing the Internet,” said Tarak Desai of Stat Counter, Mumbai. “Mobile internet usage in India is striking compared to most other countries.” Desai attributed some of the success to the latest entrant into India's $50 billion telecom sector: Reliance Jio. The Mukesh Ambani-led company attracted over 100 million subscribers by offering one gigabyte (GB) per day of free 4G. This also hassparked a price war that caused data prices in the country to drop by almost 20%.[5]The current generation uses technology to learn; this would be confirmed by looking at the changing face of education and then examining the different ways. It then examines some of the pressures for change in current education systems. The idea of ​​a personal learning environment recognizes that learning is continuous and seeks to provide tools to support that learning. It also recognizes the role of the individual in organizing their own learning. Furthermore, the push for a PLE is based on the idea that learning will take place in different contexts and situations and will not be delivered by a single training provider. Added to this is a growing recognition of the importance of informal learning [2]. The article also focuses on technological developments, in particular the emergence of ubiquitous computing and the development of social software. The article argues that we are realizing that we cannot simply reproduce old forms of learning, in the classroom or at university, embodied in software. Instead, we need to look at the new learning opportunities offered by emerging technologies. Social software offers the opportunity to bridge the gap between producers and consumers. Consumers themselves become producers, through creation and sharing. One implication is the potential for a new ecology of “open” content, books, learning materials and multimedia, in which learners themselves become producers of learning materials. Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and learning sources and providing a continuous record of lifelong learning, capable of expressed in different forms. The article examines how personal learning environments can be developed through the aggregation of different services. The final section provides practice examples that show how PLEs could be used in the future[3]. Lifelong learning is not a new idea. It can be said that the idea of ​​lifelong learning is originally rooted in the labor movement. In the UK, the Mechanics Institutes, Miners Halls and organizations like the Workers Educational Association have organized classes and courses for workers to improve their own education and provide them with access to learning resources and social activities . Although this provision may have been aimed at developing technical and labor market skills and knowledge, it was guided by a broader belief in the empowering power of education. The more recent emphasis on lifelong learning, say over the last thirty years, has been driven by much narrower discourses. Due to the shorter life cycle of products, 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 It was estimated that workers would need ongoing training throughout their working lives to keep themselves up to date. their professional skills and knowledge or to acquire new professional skills. The question of who would be responsible was controversial. Whereas previously continuing professional training was the responsibility of employers and the State was.