essay on access to the internet

Essay on Should Students Get Limited Access to the Internet

Students are often asked to write an essay on Should Students Get Limited Access to the Internet in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Should Students Get Limited Access to the Internet

Introduction.

The internet is a vast resource for learning, but some argue that students should have limited access. They believe it can prevent misuse and distraction.

Why Limit Access?

Without restrictions, students might encounter harmful content. Limited access can offer protection.

While the internet is a great learning tool, limited access can ensure it’s used effectively and safely. However, it’s essential to strike a balance to not hinder learning opportunities.

250 Words Essay on Should Students Get Limited Access to the Internet

Benefits of unrestricted access.

Unrestricted access to the internet allows students to explore a diverse range of topics, fostering independent learning and critical thinking. It serves as a platform for collaborative learning, global exposure, and digital literacy.

The Need for Limitation

Despite these benefits, unrestricted access can lead to excessive screen time, negatively impacting health and academic performance. The internet, being a double-edged sword, exposes students to cyber threats and inappropriate content.

Striking a Balance

The key lies in striking a balance. Internet usage policies should be designed to encourage productive use while minimizing potential harm. Limiting access doesn’t necessarily mean censorship; instead, it implies a guided and responsible use of the internet.

While the internet is a powerful educational tool, it must be used responsibly. Limited access, when implemented thoughtfully, can ensure students reap the benefits of the internet without falling prey to its potential hazards.

500 Words Essay on Should Students Get Limited Access to the Internet

The digital age has revolutionized the way we access information, with the Internet becoming an integral part of our lives. As a vast reservoir of knowledge, it is especially important for students who use it for education and research purposes. However, the question of whether students should have limited access to the Internet is a topic of great debate.

The Benefits of Unlimited Internet Access

The pitfalls of unrestricted internet access.

Despite its benefits, unlimited Internet access also has its drawbacks. The Internet is rife with distractions, from social media to online games, which can hamper a student’s productivity. Cyberbullying and exposure to inappropriate content are other significant concerns. The Internet’s vastness can also lead to information overload, making it difficult for students to discern credible sources from the swathes of information available.

The Case for Limited Internet Access

Given these potential pitfalls, limiting students’ Internet access can be seen as a protective measure. It can help ensure that students use the Internet for its intended educational purpose, reducing distractions and the risk of exposure to harmful content. Limited access can also teach students to use the Internet more responsibly, encouraging them to seek out credible sources and use their online time efficiently.

However, limiting Internet access is not without its challenges. It could potentially stifle creativity, limit exposure to diverse viewpoints, and impede the development of digital literacy skills, which are crucial in the 21st century. Therefore, a more balanced approach may be necessary.

In conclusion, while the Internet is a powerful educational tool, it also has potential pitfalls that warrant consideration. Limiting students’ Internet access can mitigate these risks, but it should be done in a way that does not impede their learning experience or digital literacy development. A balanced approach, combining restrictions with education about responsible Internet use, appears to be the most effective solution. The goal should not be to shield students from the digital world, but to equip them with the skills necessary to navigate it responsibly and effectively.

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The internet has transformed the world in ways that were unimaginable just a few decades ago. It has revolutionized how we communicate, access information, conduct business, and even how we entertain ourselves. The internet has become an integral part of our daily lives, and it’s hard to imagine a world without it.

At its core, the Internet is a vast network of interconnected computers and servers that allows for the exchange of information and data across the globe. It was originally conceived as a way for researchers and scientists to share information and collaborate on projects, but it has since evolved into a ubiquitous platform that has permeated every aspect of modern life.

One of the most significant impacts of the internet has been on communication. Before the internet, communication was limited by geography and time zones. People had to rely on physical mail, telephone calls, or face-to-face meetings to communicate with one another. The internet has made communication instantaneous and borderless. With the rise of email, instant messaging, video conferencing, and social media platforms, people can communicate with each other from anywhere in the world, at any time.

The internet has also revolutionized the way we access information. In the past, people had to rely on physical libraries, books, and other printed materials to access information. Today, with the internet, a wealth of information is available at our fingertips. From online encyclopedias to news websites, academic journals, and online databases, the internet has made it possible to access information on virtually any topic imaginable.

Another significant impact of the internet has been on the economy and the way we conduct business. The rise of e-commerce has made it possible for businesses to reach a global market and sell their products and services online. Online shopping has become increasingly popular, and many traditional brick-and-mortar stores have had to adapt to this new reality by establishing an online presence.

Furthermore, the internet has enabled the rise of the gig economy, where people can work as freelancers or contractors for multiple clients and projects simultaneously. This has created new opportunities for individuals to earn a living and has allowed businesses to access a global talent pool.

The internet has also had a profound impact on education. Online learning platforms and distance education programs have made it possible for students to access educational resources and attend classes from anywhere in the world. This has opened up new opportunities for people who may not have had access to traditional educational institutions due to geographical or financial constraints.

However, the internet has also brought with it a number of challenges and concerns. One of the biggest concerns is privacy and security. With so much personal information being shared online, there is a risk of data breaches and cyber attacks. Companies and individuals need to be vigilant about protecting their personal information and implementing strong cybersecurity measures.

Another concern is the spread of misinformation and fake news. The internet has made it easier for anyone to publish and share information, regardless of its accuracy or credibility. This has led to the proliferation of fake news and conspiracy theories, which can have serious consequences for individuals and society as a whole.

There is also concern about the impact of the internet on mental health and well-being. The constant exposure to social media and the pressure to curate a perfect online persona can lead to feelings of anxiety, depression, and low self-esteem. Additionally, the addictive nature of the internet and the constant stream of information can contribute to decreased attention spans and difficulty focusing on tasks.

Despite these challenges, the internet has proven to be an invaluable tool that has transformed the way we live, work, and interact with the world around us. It has opened up new opportunities for communication, education, and economic growth, and has made it possible for people to connect and collaborate in ways that were previously unimaginable.

As we move forward, it is important to address the challenges and concerns surrounding the internet while also embracing its potential for innovation and progress. This may involve implementing stronger cybersecurity measures, promoting digital literacy and critical thinking skills, and encouraging responsible and ethical use of the internet.

In conclusion, the internet has had a profound impact on virtually every aspect of modern life. It has revolutionized communication, education, business, and access to information. While it has brought with it a number of challenges and concerns, the internet has proven to be an invaluable tool that has transformed the way we live and interact with the world around us. As we continue to navigate the digital age, it is important to embrace the opportunities that the internet provides while also addressing its challenges and promoting responsible and ethical use.

Uses of Internet

In the 21st century, the internet has become an indispensable part of our daily lives, revolutionizing the way we connect, learn, work, and entertain ourselves. Its multifaceted uses have permeated every aspect of society, bringing about unprecedented convenience and opportunities.

Communication stands out as one of the internet’s most significant uses. Instant messaging, video calls, and social media platforms have transcended geographical barriers, allowing people to stay connected with friends and family across the globe. The internet has turned the world into a global village, fostering a sense of unity and understanding among diverse cultures.

Education has undergone a remarkable transformation due to the internet. Online courses, tutorials, and educational resources have made learning accessible to anyone with an internet connection. Students can pursue degrees, acquire new skills, and access a wealth of information at their fingertips, democratizing education and breaking down traditional barriers to learning.

The internet has also redefined the way we work. Remote collaboration tools, cloud computing, and virtual offices have become essential components of the modern workplace. This shift has not only increased efficiency but has also opened up new opportunities for freelancers and remote workers, contributing to the rise of the gig economy.

In the realm of information, the internet has become an unparalleled resource. Search engines allow us to access vast amounts of information on any topic imaginable. This democratization of information has empowered individuals, encouraging critical thinking and facilitating informed decision-making.

Entertainment has undergone a digital revolution, with streaming services, online gaming, and social media platforms providing endless avenues for amusement. The internet has not only transformed how we consume content but has also given rise to new forms of artistic expression and creativity.

In conclusion, the internet’s uses are multifaceted and far-reaching, impacting every facet of our lives. From connecting people across the globe to revolutionizing education, work, and entertainment, the internet continues to be a transformative force, shaping the present and influencing the future. As we navigate the digital landscape, it is essential to harness the potential of the internet responsibly, ensuring that it remains a force for positive change in the years to come.

Convenience Due to Internet

The advent of the internet has ushered in an era of unprecedented convenience, transforming the way we live, work, and interact with the world. In our fast-paced lives, the internet has become a cornerstone of efficiency and ease, offering a multitude of conveniences that have reshaped our daily routines.

Communication is perhaps the most obvious and impactful convenience brought about by the internet. Instant messaging, email, and social media platforms have revolutionized the way we connect with others. Whether it’s staying in touch with loved ones, collaborating with colleagues, or reaching out to friends across the globe, the internet has made communication instantaneous and seamless.

The convenience of online shopping has fundamentally altered the retail landscape. With just a few clicks, consumers can browse, compare prices, and purchase a vast array of products from the comfort of their homes. The rise of e-commerce platforms has not only made shopping more convenient but has also introduced the concept of doorstep delivery, saving time and eliminating the need for physical store visits.

Information retrieval has been transformed by the internet’s vast repository of knowledge. Search engines provide instant access to information on any conceivable topic, enabling users to quickly find answers, conduct research, and stay informed. This ease of information retrieval has empowered individuals, making knowledge more accessible than ever before.

The workplace has undergone a paradigm shift with the internet, enabling remote work and flexible schedules. Online collaboration tools, cloud computing, and virtual communication platforms have made it possible for individuals to work from virtually anywhere, reducing the constraints of traditional office settings and commuting.

Entertainment has also become infinitely more convenient through streaming services, online gaming, and digital media platforms. The ability to access a diverse range of content on-demand has given consumers unprecedented control over their entertainment choices, eliminating the need to adhere to fixed schedules or physical media.

In conclusion, the internet has woven a tapestry of convenience into the fabric of our lives. From streamlined communication and effortless online shopping to boundless information access and flexible work arrangements, the conveniences offered by the internet have become integral to our modern existence. As we navigate this digital landscape, the ongoing evolution of internet technologies continues to enhance and redefine the meaning of convenience in our interconnected world.

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Essay On Internet- FAQs

What is internet short essay.

In the modern time, internet has become is one of the most powerful and interesting tools all across the world. The Internet is a network of networks and collection of many services and resources which benefits us in various ways. Using internet we can access World Wide Web from any place.

What is Internet in 150 words?

The internet is the most recent man-made creation that connects the world. The world has narrowed down after the invention of the internet. It has demolished all boundaries, which were the barriers between people and has made everything accessible. The internet is helpful to us in different ways.

What is internet 100 words?

A. The internet, a recent man-made marvel, has brought the world closer. It has shattered all barriers and made everything accessible. The internet serves us in countless ways, from sharing information with people across the world to staying connected with our loved ones.

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Internet Access as an Essential Social Good

Alfred archer.

Department of Philosophy, Tilburg School of Humanities and Digital Sciences, Tilburg, The Netherlands

Nathan Wildman

During the coronavirus crisis, educational activities and nearly all social contact with friends and family were conducted via online communication tools. Such tools can only be used effectively if an individual has suitable internet access. Thankfully, the Netherlands is one of the EU leaders when it comes to Next Generation Access (NGA) coverage, with 98% of Dutch households having access to these high-speed connections; this is well above the USA (94%) and EU (87%) averages. However, this still means that nearly 344,000 individuals living in the Netherlands lack a strong internet connection. Here, we contend that the coronavirus crisis, and especially the associated lockdown wherein individuals were strongly encouraged to not leave their homes, has made it clear that high-speed internet access is a necessary good for modern social living.

During the coronavirus crisis, educational activities and nearly all social contact with friends and family were conducted via online communication tools. Such tools can only be used effectively if an individual has suitable internet access.

Thankfully, the Netherlands is one of the EU leaders when it comes to Next Generation Access (NGA) coverage, 1 with 98% of Dutch households having access to these high-speed connections; this is well above the USA (94%) and EU (87%) averages. 2 However, this still means that nearly 344,000 individuals living in the Netherlands lack a strong internet connection.

Here, we contend that the coronavirus crisis, and especially the associated lockdown wherein individuals were strongly encouraged to not leave their homes, has made it clear that high-speed internet access is a necessary good for modern social living.

Internet Access as a Pragmatic Necessity for Other Rights

One key reason for thinking that internet access is an essential social good is because it is “pragmatically essential” for protecting, promoting, and in many cases, exercising certain human rights (Reglitz 2020 : 316).

Consider the right to freedom of expression—that is, the right to “seek, receive, and impart information and ideas of all kinds, regardless of frontiers” (International Covenant on Civil and Political Rights, Article 19, §2). Exercising this right essentially involves having a platform for putting forward one’s ideas in a public sphere. Pre-crisis, this could be done via some broadly physical means, or online. The crisis, and in particular the subsequent lockdown, effectively eliminated the option of doing so physically—for public health reasons, all public discourse shifted onto the internet. In this way, internet access became necessary to effectively exercise one’s right to free expression.

Similarly for the right to assembly: once we were unable to physically congregate, the only means of properly exercising this right was via online association.

More generally, suitable internet access looks like a prerequisite for engaging in political life during the coronavirus crisis. Consequently, not having suitable internet access “excludes people from the forums and platforms in which much of today’s political debate takes place, and in which most of the politically relevant information is shared” (Reglitz 2020 : 320). The upshot is that a properly functioning post-crisis democracy requires citizens to have viable access to the internet.

The status of internet access as an essential social good is illustrated by reports from organizations that aid refugees. The UNHCR, for instance, reports that refugees, some of the world’s most vulnerable people in desperate need of life’s basic needs, find internet access absolutely essential (UNHCR 2016 ). This is because the internet allowed them to communicate with loved ones from whom they were separated and let each other know if they were safe. As one aid worker noted, “What we are hearing is that technology [internet] is regarded by the people we are here to serve as a need as important as food or clothes” (UNHCR 2016 ). The UNHCR goes on to note the critical role of internet access in enabling refugees to exercise a right to education, health care, and to work via online entrepreneurship opportunities.

Recognizing the connection between internet access and the exercise of certain rights may have implications for thinking about how access is managed for certain groups. For example, prisoners in the Netherlands have limited access to the internet. This access is driven by an interest in providing entertainment and educational opportunities (Tighe  2016 ). If internet access is thought of as an essential social good, however, this would give reason to revise this attitude: internet access would not be a luxury or a perk but a necessity for exercising certain rights, particularly given the physical restrictions prisoners are subject to.

Thinking about the nature of poverty gives us another important reason to think that internet access is an essential social good. In his discussion about taxation in The Wealth of Nations ( 1776 ), Adam Smith distinguishes between two kinds of goods: necessaries and luxuries. Notably, he claimed that necessities include not only those goods that are needed for basic survival, such as food, water, and shelter but also “whatever the custom of the country renders it indecent for creditable people [...] to be without” (Smith 1776 , Book V, Chap. 2, part II, article 4). That is, necessaries as those goods that people would be ashamed to be seen in public without.

Building on this, sociologists like Peter Townsend ( 1962 ) have claimed that poverty should be understood in relation to a particular society at a particular time; i.e., poverty involves lacking the resources needed to have a social life in your contemporary society.

While in Smith’s society (eighteenth Century Scotland) these goods included leather shoes and linen shirts, in contemporary western societies, internet access is plausibly one such necessary: many of those without internet access are likely to be ashamed or embarrassed to admit their deprivation. Further, as noted above, during the lockdown, internet access is not only needed to appear in public without shame but is necessary to appear in public at all. More generally, if internet access is needed to have a social life in contemporary western societies, then those who cannot afford internet access should be counted as living in poverty.

Social Deprivation

Additionally, the need for internet access to participate in social life during lockdown is itself a reason to think that internet access is an essential social good. According to philosopher Kimberley Brownlee ( 2013 ), the right not to experience social deprivation should be accepted as a human right. As social creatures, human beings need social interaction in order to have a minimally decent life. Being deprived of decent social interaction leads to lower well-being, poorer mental, and physical health, and in extreme cases, amounts to a form of torture. For people living alone during lockdown, internet access was the only option available for social interaction and so was essential for protecting human right against social deprivation. Of course, this was (hopefully) a temporary situation. However, as more and more social interaction takes place online, those without internet access will find themselves locked out from an increasing number of social spaces. Providing internet access is needed, then, to protect people’s rights against social deprivation.

Finally, unequal access to the internet also runs the risk of making existing educational inequalities worse. During periods of lockdown, the vast majority of educational activities moved online. A significant proportion of these will continue to be online for the foreseeable future. Those who lack good quality internet access will be disadvantaged by this and, unfortunately, these are often students who already face other educational disadvantages. All students must be given good quality internet access, then, to help prevent the widening of these educational inequalities. This will be especially important for as long as schools and universities continue to deliver much of their education online but will continue to be an important issue beyond this point as well.

In the above, we have argued that, without suitable internet access, individuals are unable to properly exercise a number of their fundamental human rights, cannot fully participate in democratic political institutions, can (arguably) be said to be living in poverty, and are being made to suffer from social deprivation. Further, unequal access exacerbates educational inequalities. Taken together, these reasons make a strong case for thinking that internet access is an essential social good. And, as a knock-on consequence, governments have a clear responsibility to ensure that citizens have suitable access, e.g., via nationalization 3 or sufficient regulation.

1 Defined to include technologies like FTTH, FTTB, Cable Docsis 3.0, VDSL, or other broadband connections of at least 30 Mbps downloads.

2 European Commission Report on Digital Economy and Social Index 2020 , https://ec.europa.eu/newsroom/dae/document.cfm?doc_id=67079 (accessed July, 01, 2020); FCC eighth Broadband Progress Report, https://www.fcc.gov/reports-research/reports/broadband-progress-reports/eighth-broadband-progress-report (accessed July, 01, 2020).

3 For example, in the UK, the Jeremy Corbyn-led Labour Party set out plans to ensure UK-wide high-speed internet access by nationalizing BT and creating a new British Broadband public service. Labour claimed that this could ‘boost productivity by £59 billion by 2025; bring half a million people back into the workforce; and boost rural economies, with an estimated 270,000 people more able to move to rural areas’ (Labor Party press release November 14, 2019, https://labour.org.uk/press/british-broadband-labour-sets-out-mission-to-connect-communities-across-britain-by-delivering-free-full-fibre-broadband-for-all/ , accessed on July, 27, 2020).

Contributor Information

Emile Aarts, Email: [email protected] .

Hein Fleuren, Email: ude.ytisrevinugrublit@neruelF .

Margriet Sitskoorn, Email: [email protected] .

Ton Wilthagen, Email: ude.ytisrevinugrublit@negahtliW .

Alfred Archer, Email: [email protected] .

Nathan Wildman, Email: [email protected] .

• Brownlee K. A human right against social deprivation. Philos Q. 2013; 63 (251):199–222. doi: 10.1111/1467-9213.12018. [ CrossRef ] [ Google Scholar ]
• European Commission Report on Digital Economy and Social Index (2020). https://ec.europa.eu/newsroom/dae/document.cfm?doc_id=67079 . Accessed 01 July 2020
• FCC 8th Broadband Progress Report (2020). https://www.fcc.gov/reports-research/reports/broadband-progress-reports/eighth-broadband-progress-report . Accessed 01 July 2020
• Reglitz M. The human right to free internet access. J Appl Philos. 2020; 37 (2):314–331. doi: 10.1111/japp.12395. [ CrossRef ] [ Google Scholar ]
• Smith A. An inquiry into the nature and causes of the wealth of nations (The modern library) Oxford: Oxford University Press; 1776. [ Google Scholar ]
• Tighe S (2016) “Prisoners allowed access to adult films and internet.” BBC News. https://www.bbc.com/news/world-europe-36067653 . Accessed 01 July 2020
• Townsend P (1962) The meaning of poverty. Br J Sociol 8 [ PubMed ]
• UNHCR (2016) Connectivity for everyone. In UNHCR Innovation Service: The Year in Review 2016. https://www.unhcr.org/innovation-year-in-review/essay-connectivity-for-everyone/ . Accessed 01 July 2020

Broadband Internet Access, Economic Growth, and Wellbeing

Between 2000 and 2008, access to high-speed, broadband internet grew significantly in the United States, but there is debate on whether access to high-speed internet improves or harms wellbeing. We find that a ten percent increase in the proportion of county residents with access to broadband internet leads to a 1.01 percent reduction in the number of suicides in a county, as well as improvements in self-reported mental and physical health. We further find that this reduction in suicide deaths is likely due to economic improvements in counties that have access to broadband internet. Counties with increased access to broadband internet see reductions in poverty rate and unemployment rate. In addition, zip codes that gain access to broadband internet see increases in the numbers of employees and establishments. In addition, heterogeneity analysis indicates that the positive effects are concentrated in the working age population, those between 25 and 64 years old. This pattern is precisely what is predicted by the literature linking economic conditions to suicide risk.

We are grateful to participants at the Association of Public Policy and Management and the Washington Area Labor Symposium conferences for their helpful comments. Any errors or conclusions are our own. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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• The Internet and the Pandemic

90% of Americans say the internet has been essential or important to them, many made video calls and 40% used technology in new ways. But while tech was a lifeline for some, others faced struggles

Table of contents.

• 1. How the internet and technology shaped Americans’ personal experiences amid COVID-19
• 2. Parents, their children and school during the pandemic
• 3. Navigating technological challenges
• 4. The role of technology in COVID-19 vaccine registration
• Acknowledgments
• Methodology

Pew Research Center has a long history of studying technology adoption trends and the impact of digital technology on society. This report focuses on American adults’ experiences with and attitudes about their internet and technology use during the COVID-19 outbreak. For this analysis, we surveyed 4,623 U.S. adults from April 12-18, 2021. Everyone who took part is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

Chapter 1 of this report includes responses to an open-ended question and the overall report includes a number of quotations to help illustrate themes and add nuance to the survey findings. Quotations may have been lightly edited for grammar, spelling and clarity. The first three themes mentioned in each open-ended response, according to a researcher-developed codebook, were coded into categories for analysis. 

Here are the questions used for this report , along with responses, and its methodology .

The  coronavirus  has transformed many aspects of Americans’ lives. It  shut down  schools, businesses and workplaces and forced millions to  stay at home  for extended lengths of time. Public health authorities recommended  limits on social contact  to try to contain the spread of the virus, and these profoundly altered the way many worked, learned, connected with loved ones, carried out basic daily tasks, celebrated and mourned. For some, technology played a role in this transformation.  

Results from a new Pew Research Center survey of U.S. adults conducted April 12-18, 2021, reveal the extent to which people’s use of the internet has changed, their views about how helpful technology has been for them and the struggles some have faced. 

The vast majority of adults (90%) say the internet has been at least important to them personally during the pandemic, the survey finds. The share who say it has been  essential  – 58% – is up slightly from 53% in April 2020. There have also been upticks in the shares who say the internet has been essential in the past year among those with a bachelor’s degree or more formal education, adults under 30, and those 65 and older. 

A large majority of Americans (81%) also say they talked with others via video calls at some point since the pandemic’s onset. And for 40% of Americans, digital tools have taken on new relevance: They report they used technology or the internet in ways that were new or different to them. Some also sought upgrades to their service as the pandemic unfolded: 29% of broadband users did something to improve the speed, reliability or quality of their high-speed internet connection at home since the beginning of the outbreak.

Still, tech use has not been an unmitigated boon for everyone. “ Zoom fatigue ” was widely speculated to be a problem in the pandemic, and some Americans report related experiences in the new survey: 40% of those who have ever talked with others via video calls since the beginning of the pandemic say they have felt worn out or fatigued often or sometimes by the time they spend on them. Moreover,  changes in screen time  occurred for  Americans generally  and for  parents of young children . The survey finds that a third of all adults say they tried to cut back on time spent on their smartphone or the internet at some point during the pandemic. In addition, 72% of parents of children in grades K-12 say their kids are spending more time on screens compared with before the outbreak. 1

For many, digital interactions could only do so much as a stand-in for in-person communication. About two-thirds of Americans (68%) say the interactions they would have had in person, but instead had online or over the phone, have generally been useful – but not a replacement for in-person contact. Another 15% say these tools haven’t been of much use in their interactions. Still, 17% report that these digital interactions have been just as good as in-person contact.

Some types of technology have been more helpful than others for Americans. For example, 44% say text messages or group messaging apps have helped them a lot to stay connected with family and friends, 38% say the same about voice calls and 30% say this about video calls. Smaller shares say social media sites (20%) and email (19%) have helped them in this way.

The survey offers a snapshot of Americans’ lives just over one year into the pandemic as they reflected back on what had happened. It is important to note the findings were gathered in April 2021, just before  all U.S. adults became eligible for coronavirus vaccine s. At the time, some states were  beginning to loosen restrictions  on businesses and social encounters. This survey also was fielded before the delta variant  became prominent  in the United States,  raising concerns  about new and  evolving variants . 

Here are some of the key takeaways from the survey.

Americans’ tech experiences in the pandemic are linked to digital divides, tech readiness 

Some Americans’ experiences with technology haven’t been smooth or easy during the pandemic. The digital divides related to  internet use  and  affordability  were highlighted by the pandemic and also emerged in new ways as life moved online.

For all Americans relying on screens during the pandemic,  connection quality  has been important for school assignments, meetings and virtual social encounters alike. The new survey highlights difficulties for some: Roughly half of those who have a high-speed internet connection at home (48%) say they have problems with the speed, reliability or quality of their home connection often or sometimes. 2

Beyond that, affordability  remained a persistent concern  for a portion of digital tech users as the pandemic continued – about a quarter of home broadband users (26%) and smartphone owners (24%) said in the April 2021 survey that they worried a lot or some about paying their internet and cellphone bills over the next few months. 

From parents of children facing the “ homework gap ” to Americans struggling to  afford home internet , those with lower incomes have been particularly likely to struggle. At the same time, some of those with higher incomes have been affected as well.

Affordability and connection problems have hit broadband users with lower incomes especially hard. Nearly half of broadband users with lower incomes, and about a quarter of those with midrange incomes, say that as of April they were at least somewhat worried about paying their internet bill over the next few months. 3 And home broadband users with lower incomes are roughly 20 points more likely to say they often or sometimes experience problems with their connection than those with relatively high incomes. Still, 55% of those with lower incomes say the internet has been essential to them personally in the pandemic.

At the same time, Americans’ levels of formal education are associated with their experiences turning to tech during the pandemic. 

Those with a bachelor’s or advanced degree are about twice as likely as those with a high school diploma or less formal education to have used tech in new or different ways during the pandemic. There is also roughly a 20 percentage point gap between these two groups in the shares who have made video calls about once a day or more often and who say these calls have helped at least a little to stay connected with family and friends. And 71% of those with a bachelor’s degree or more education say the internet has been essential, compared with 45% of those with a high school diploma or less.

More broadly, not all Americans believe they have key tech skills. In this survey, about a quarter of adults (26%) say they usually need someone else’s help to set up or show them how to use a new computer, smartphone or other electronic device. And one-in-ten report they have little to no confidence in their ability to use these types of devices to do the things they need to do online. This report refers to those who say they experience either or both of these issues as having “lower tech readiness.” Some 30% of adults fall in this category. (A full description of how this group was identified can be found in  Chapter 3. )

These struggles are particularly acute for older adults, some of whom have had to  learn new tech skills  over the course of the pandemic. Roughly two-thirds of adults 75 and older fall into the group having lower tech readiness – that is, they either have little or no confidence in their ability to use their devices, or generally need help setting up and learning how to use new devices. Some 54% of Americans ages 65 to 74 are also in this group. 

Americans with lower tech readiness have had different experiences with technology during the pandemic. While 82% of the Americans with lower tech readiness say the internet has been at least important to them personally during the pandemic, they are less likely than those with higher tech readiness to say the internet has been essential (39% vs. 66%). Some 21% of those with lower tech readiness say digital interactions haven’t been of much use in standing in for in-person contact, compared with 12% of those with higher tech readiness. 

46% of parents with lower incomes whose children faced school closures say their children had at least one problem related to the ‘homework gap’

As school moved online for many families, parents and their children experienced profound changes. Fully 93% of parents with K-12 children at home say these children had some online instruction during the pandemic. Among these parents, 62% report that online learning has gone very or somewhat well, and 70% say it has been very or somewhat easy for them to help their children use technology for online instruction.

Still, 30% of the parents whose children have had online instruction during the pandemic say it has been very or somewhat difficult for them to help their children use technology or the internet for this. 

The survey also shows that children from households with lower incomes who faced school closures in the pandemic have been especially likely to encounter tech-related obstacles in completing their schoolwork – a phenomenon contributing to the “ homework gap .”

Overall, about a third (34%) of all parents whose children’s schools closed at some point say their children have encountered at least one of the tech-related issues we asked about amid COVID-19: having to do schoolwork on a cellphone, being unable to complete schoolwork because of lack of computer access at home, or having to use public Wi-Fi to finish schoolwork because there was no reliable connection at home. 

This share is higher among parents with lower incomes whose children’s schools closed. Nearly half (46%) say their children have faced at least one of these issues. Some with higher incomes were affected as well – about three-in-ten (31%) of these parents with midrange incomes say their children faced one or more of these issues, as do about one-in-five of these parents with higher household incomes.

Prior Center work has documented this “ homework gap ” in other contexts – both  before the coronavirus outbreak  and  near the beginning of the pandemic . In April 2020, for example, parents with lower incomes were particularly likely to think their children would face these struggles amid the outbreak.

Besides issues related to remote schooling, other changes were afoot in families as the pandemic forced many families to shelter in place. For instance, parents’ estimates of their children’s screen time – and family rules around this – changed in some homes. About seven-in-ten parents with children in kindergarten through 12th grade (72%) say their children were spending more time on screens as of the April survey compared with before the outbreak. Some 39% of parents with school-age children say they have become less strict about screen time rules during the outbreak. About one-in-five (18%) say they have become more strict, while 43% have kept screen time rules about the same. 

More adults now favor the idea that schools should provide digital technology to all students during the pandemic than did in April 2020

Americans’ tech struggles related to digital divides gained attention from policymakers and news organizations as the pandemic progressed.

On some policy issues, public attitudes changed over the course of the outbreak – for example, views on what K-12 schools should provide to students shifted. Some 49% now say K-12 schools have a responsibility to provide all students with laptop or tablet computers in order to help them complete their schoolwork during the pandemic, up 12 percentage points from a year ago.

The shares of those who say so have increased for both major political parties over the past year: This view shifted 15 points for Republicans and those who lean toward the GOP, and there was a 9-point increase for Democrats and Democratic leaners.

However, when it comes to views of policy solutions for internet access more generally, not much has changed. Some 37% of Americans say that the government has a responsibility to ensure all Americans have high-speed internet access during the outbreak, and the overall share is unchanged from April 2020 – the first time Americans were asked this specific question about the government’s pandemic responsibility to provide internet access. 4

Democrats are more likely than Republicans to say the government has this responsibility, and within the Republican Party, those with lower incomes are more likely to say this than their counterparts earning more money. 

Video calls and conferencing have been part of everyday life

Americans’ own words provide insight into exactly how their lives changed amid COVID-19. When asked to describe the new or different ways they had used technology, some Americans mention video calls and conferencing facilitating a variety of virtual interactions – including attending events like weddings, family holidays and funerals or transforming where and how they worked. 5 From family calls, shopping for groceries and placing takeout orders online to having telehealth visits with medical professionals or participating in online learning activities, some aspects of life have been virtually transformed: 

“I’ve gone from not even knowing remote programs like Zoom even existed, to using them nearly every day.” – Man, 54

“[I’ve been] h andling … deaths of family and friends remotely, attending and sharing classical music concerts and recitals with other professionals, viewing [my] own church services and Bible classes, shopping. … Basically, [the internet has been] a lifeline.”  – Woman, 69

“I … use Zoom for church youth activities. [I] use Zoom for meetings. I order groceries and takeout food online. We arranged for a ‘digital reception’ for my daughter’s wedding as well as live streaming the event.” – Woman, 44

When asked about video calls specifically, half of Americans report they have talked with others in this way at least once a week since the beginning of the outbreak; one-in-five have used these platforms daily. But how often people have experienced this type of digital connectedness varies by age. For example, about a quarter of adults ages 18 to 49 (27%) say they have connected with others on video calls about once a day or more often, compared with 16% of those 50 to 64 and just 7% of those 65 and older. 

Even as video technology became a part of life for users, many  accounts of burnout  surfaced and some speculated that “Zoom fatigue” was setting in as Americans grew weary of this type of screen time. The survey finds that some 40% of those who participated in video calls since the beginning of the pandemic – a third of all Americans – say they feel worn out or fatigued often or sometimes from the time they spend on video calls. About three-quarters of those who have been on these calls several times a day in the pandemic say this.

Fatigue is not limited to frequent users, however: For example, about a third (34%) of those who have made video calls about once a week say they feel worn out at least sometimes.

These are among the main findings from the survey. Other key results include:

Some Americans’ personal lives and social relationships have changed during the pandemic:  Some 36% of Americans say their own personal lives changed in a major way as a result of the coronavirus outbreak. Another 47% say their personal lives changed, but only a little bit.   About half (52%) of those who say major change has occurred in their personal lives due to the pandemic also say they have used tech in new ways, compared with about four-in-ten (38%) of those whose personal lives changed a little bit and roughly one-in-five (19%) of those who say their personal lives stayed about the same.

Even as tech helped some to stay connected, a quarter of Americans say they feel less close to close family members now compared with before the pandemic, and about four-in-ten (38%) say the same about friends they know well. Roughly half (53%) say this about casual acquaintances.

The majority of those who tried to sign up for vaccine appointments in the first part of the year went online to do so:  Despite early problems with  vaccine rollout  and  online registration systems , in the April survey tech problems did  not  appear to be major struggles for most adults who had tried to sign up online for COVID-19 vaccines. The survey explored Americans’ experiences getting these vaccine appointments and reveals that in April 57% of adults had tried to sign themselves up and 25% had tried to sign someone else up. Fully 78% of those who tried to sign themselves up and 87% of those who tried to sign others up were online registrants. 

When it comes to difficulties with the online vaccine signup process, 29% of those who had tried to sign up online – 13% of all Americans – say it was very or somewhat difficult to sign themselves up for vaccines at that time. Among five reasons for this that the survey asked about, the most common  major  reason was lack of available appointments, rather than tech-related problems. Adults 65 and older who tried to sign themselves up for the vaccine online were the most likely age group to experience at least some difficulty when they tried to get a vaccine appointment.

Tech struggles and usefulness alike vary by race and ethnicity.  Americans’ experiences also have varied across racial and ethnic groups. For example, Black Americans are more likely than White or Hispanic adults to meet the criteria for having “lower tech readiness.” 6 Among broadband users, Black and Hispanic adults were also more likely than White adults to be worried about paying their bills for their high-speed internet access at home as of April, though the share of Hispanic Americans who say this declined sharply since April 2020. And a majority of Black and Hispanic broadband users say they at least sometimes have experienced problems with their internet connection. 

Still, Black adults and Hispanic adults are more likely than White adults to say various technologies – text messages, voice calls, video calls, social media sites and email – have helped them a lot to stay connected with family and friends amid the pandemic.

Tech has helped some adults under 30 to connect with friends, but tech fatigue also set in for some.  Only about one-in-five adults ages 18 to 29 say they feel closer to friends they know well compared with before the pandemic. This share is twice as high as that among adults 50 and older. Adults under 30 are also more likely than any other age group to say social media sites have helped a lot in staying connected with family and friends (30% say so), and about four-in-ten of those ages 18 to 29 say this about video calls. 

Screen time affected some negatively, however. About six-in-ten adults under 30 (57%) who have ever made video calls in the pandemic say they at least sometimes feel worn out or fatigued from spending time on video calls, and about half (49%) of young adults say they have tried to cut back on time spent on the internet or their smartphone.

• Throughout this report, “parents” refers to those who said they were the parent or guardian of any children who were enrolled in elementary, middle or high school and who lived in their household at the time of the survey. ↩
• People with a high-speed internet connection at home also are referred to as “home broadband users” or “broadband users” throughout this report. ↩
• Family incomes are based on 2019 earnings and adjusted for differences in purchasing power by geographic region and for household sizes. Middle income is defined here as two-thirds to double the median annual family income for all panelists on the American Trends Panel. Lower income falls below that range; upper income falls above it. ↩
• A separate  Center study  also fielded in April 2021 asked Americans what the government is responsible for on a number of topics, but did not mention the coronavirus outbreak. Some 43% of Americans said in that survey that the federal government has a responsibility to provide high-speed internet for all Americans. This was a significant increase from 2019, the last time the Center had asked that more general question, when 28% said the same. ↩
• Quotations in this report may have been lightly edited for grammar, spelling and clarity. ↩
• There were not enough Asian American respondents in the sample to be broken out into a separate analysis. As always, their responses are incorporated into the general population figures throughout this report. ↩

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Essay on Internet: Samples in 100, 200, and 300 Words

• Updated on  
• Mar 8, 2024

On this page, we will provide some samples of how to write an Internet essay.

The age of internet is dominating the world. Individuals, community groups, organisations, and even governments rely on the internet for their needs. The robust speed at which the internet has influenced our lives has been remarkable. Today, anybody can have access to the internet and the online services available. All you need is a digital device like a desktop, laptop or cell phone to use the internet.

According to a 2020 census, 59.6% of the global population uses the internet. These uses of the internet can depend on a person’s needs and interests. The Internet can be used for hundreds of activities, some of which are social networking, education and research, e-commerce, communication, business, collaboration, entertainment, etc.

Also Read: 200+ Essay Topics for School Students in English

Table of Contents

• 1 Essay on Internet in 100 Words
• 2 Essay on Internet in 200 Words
• 3 Essay on Internet in 300 Words
• 4 How to Score High in Essay Writing?
• 5 Paragraph on Internet in 100 Worlds

Essay on Internet in 100 Words

The Internet, a sprawling network of interconnected devices and data, has redefined how humanity interacts, learns, and progresses. Born from ARPANET in the 1960s, it evolved into an indispensable tool that facilitates communication, access to information, and commerce. With the World Wide Web’s emergence, it transcended mere data exchange, becoming a repository of knowledge, entertainment, and opportunities. However, its influence brings both benefits and challenges, from online education to cybersecurity threats. The Internet is a testament to human ingenuity and its potential to shape our connected future.

Also Read – Essay on Waste Management

Essay on Internet in 200 Words

The Internet, a technological marvel born from the minds of visionaries, has grown into a global phenomenon that touches every facet of our lives. Its roots trace back to ARPANET’s inception in the 1960s when the revolutionary concept of interconnected computers was born. This early network laid the groundwork for the modern Internet, enabling computers to share data and communicate over vast distances. In the subsequent decades, this technology evolved, leading to the creation of the World Wide Web by Tim Berners-Lee in the late 1980s.

Today, the Internet serves as a digital frontier that transcends geographical boundaries. It provides access to a staggering wealth of information, entertainment, and services. From social networking and e-commerce to online education and remote work, its applications are diverse and far-reaching. Moreover, the Internet’s impact on communication cannot be understated, as it has transformed how people interact, fostering connections and collaborations across the globe.

However, this technological marvel also presents challenges. The prevalence of misinformation, cybercrimes, and privacy breaches remind us of the Internet’s dual nature. Striking a balance between its advantages and disadvantages is imperative as we navigate this digital landscape.

Also Read – Essay on Exam Stress

Essay on Internet in 300 Words

The Internet, a monumental achievement in the world of technology, has revolutionized the way we live, work, and communicate. The journey began with ARPANET, a project initiated by the U.S. Department of Defense in the 1960s to create a network that could withstand disruptions. This laid the foundation for modern networking protocols, paving the way for the Internet we know today. The turning point arrived in the late 1980s with the creation of the World Wide Web by Tim Berners-Lee, which transformed the Internet into a user-friendly platform accessible to people worldwide.

The Internet’s impact on society is profound. It has democratized information, enabling individuals to access an unprecedented volume of knowledge. Online platforms offer education opportunities, from Massive Open Online Courses (MOOCs) to virtual classrooms. The rise of e-commerce has reshaped the retail landscape, allowing consumers to shop with convenience and choice. Moreover, the Internet has fostered connections, facilitating global collaboration, and allowing for the rapid dissemination of ideas.

However, this digital revolution is not without challenges. Cybersecurity threats loom large, with cybercrimes like hacking and identity theft on the rise. The Internet’s role in the spread of misinformation has raised concerns about the credibility of information available online. The addictive nature of social media has also prompted discussions about its impact on mental health and social interactions. The Internet’s influence on society is intricate and multi-faceted, touching upon every aspect of human existence. It has democratized information, transformed commerce, and reshaped how we connect and communicate. While challenges like cyber threats and misinformation persist, harnessing the Internet’s potential for positive change is within our grasp. By fostering digital literacy, promoting ethical behaviour, and leveraging technology for the greater good, we can ensure that the Internet continues to be a force for progress and connectivity.

How to Score High in Essay Writing?

Curating a competitive essay requires the following approach-

• Analyze the essay prompt to grasp its essence and requirements. Ensure your essay addresses the key points while maintaining coherence.
• Devote time to planning. Outline your essay’s structure, including an introduction, body paragraphs, and conclusion. Each paragraph should have a clear focus.
• Begin with a captivating hook that grabs the reader’s attention. Provide context and a clear thesis statement that outlines the essay’s main arguments.
• Each paragraph should present a single idea supported by evidence and examples. Transition smoothly between paragraphs to maintain a logical flow.
• Support your arguments with credible sources, statistics, anecdotes, or real-world examples. This adds depth and authenticity to your essay.
• Write clear and concise sentences. Use transition words to connect ideas and ensure a smooth reading experience.
• Address potential counterarguments and refute them logically. This showcases your understanding of the topic and strengthens your position.
• Summarize your main points, restate your thesis, and provide a thought-provoking closing statement. Avoid introducing new ideas here.
• Thoroughly revise your essay for grammar, spelling, and punctuation errors. Check for clarity, coherence, and overall impact.
• Regular practice is essential for improving your essay writing skills. Seek feedback from peers or instructors to identify areas for improvement.

Paragraph on Internet in 100 Worlds

Essays foster critical thinking, improve communication skills, and enhance creativity. They provide a platform to express ideas and opinions effectively.

Practice is key. Start by brainstorming ideas, creating outlines, and proofreading your work. Reading diverse essays can also provide insights.

Absolutely! Personal experiences add authenticity and depth to your essays. However, ensure they are relevant to the topic.

A good introduction should grab the reader’s attention, provide context, and present a clear thesis statement.

Related Essay Topics

We hope that this essay blog on the Internet helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

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A Brave New World: How the Internet Affects Societies

Meeting summary (11 may 2017).

Professor Dr Erik Huizer

Chief Technology Officer, SURFnet; Research Associate, University of Utrecht; Internet Hall of Fame Inductee

Syed Ismail Shah

Chairman, Pakistan Telecommunications Authority

James Arroyo OBE

The Ditchley Foundation

Dr Unoma Ndii Okorafor

Founder & CEO, WAAW Foundation; Co-Founder & CEO, Radicube Technologies

Rebecca MacKinnon

Director, Ranking Digital Rights, New America

Introduction

With the rise of the Internet in recent decades, its impact on society has been transformative at multiple levels – including in communication, access to knowledge and social interaction.

While early adopters saw possibilities in using the Internet as a vehicle through which the many challenges facing the world might be addressed, more recently questions have arisen about how Internet technology can be used to spread false and misleading information, and to radicalize and recruit potential terrorists. There are also concerns as to whether the Internet serves to reduce or exacerbate social divisions; and whether it contributes to the dilution of social norms or, conversely, serves as a channel to perpetuate them.

In this context, the technical community has initiated a conversation about the role that the Internet is – and should be – playing in societies. Notably, for some within the technical community, there is growing unease that the very technologies that supported Internet growth are also enabling behaviours that are socially unacceptable, putting pressure on the way people use and experience the online environment.

On 11 May 2017 the Internet Society and Chatham House convened a roundtable discussion, held under the Chatham House Rule, [1]  at which a culturally and geographically diverse set of participants examined questions relating to how the Internet affects social norms and societies as a whole, as well as its impact on people’s daily lives.

Access, capacity and the developing world

The Internet is for everyone, according to the Internet Society’s vision, but it has not quite happened for all. Access to the Internet is essential for empowerment of certain groups, especially women, connecting them with global markets and communities. Yet, women in Africa are 50 per cent less likely to be online than men; and there are digital divides also affecting people with disabilities, and people lacking digital skills.

The Internet in the developing world

An Internet Society survey of 2,100 people across the world has found that people in developing markets remain optimistic that the benefits of connecting far outweigh the perceived risks. On the contrary, in the Western hemisphere, conversations about the Internet risk losing the sense of genuine excitement and urgency that many in developing countries feel about getting online.

The mobile Internet has been a game changer in developing countries. In Pakistan there were 3.79 million broadband connections through 3G in 2013. In just three years, however, the advent of 4G has increased the number of mobile broadband connections to 43 million. For regulators in developing countries, the first step is to bring people online, and after that to focus on new services. For example, graduates in Pakistan increasingly want to be entrepreneurs rather than be employed by others. Entrepreneurial activity, in turn, increases financial inclusion: Pakistan’s vision is now that by 2020 50 per cent will have their own bank account.

Digital divides

Connectivity is growing fast, but some places are not doing as well as others. ‘Access’ is not as simple as giving people connection to the Internet. There are multiple, multi-dimensional factors contributing to digital divides, chief among them gender, access to education and skills, lack of locally relevant content, lack of human capacity, and weak local supply chains. All these issues need to be addressed if the vision of the ‘Internet for everyone’ is to be achieved.

In particular, a lack of localized content risks turning Internet users from developing countries into consumers rather than creators. An estimated 90 per cent of jobs that will be created over the next decade will require technical skills, and Africa will be, in demographic terms, the youngest continent. There is an urgent need to develop relevant skills to both preserve and expand opportunities for all.

At the same time, technological innovations are further deepening divides. There is a risk that greater digital inequality will spread within countries – between those who are connected and those who are not. This inequality will affect jobs and the economic performance of countries and communities. In a scenario in which there is likely to be a threshold for innovation to see gains in the economy, without proper access and education many people will be left behind.

On the more positive side, the spread of Internet uptake can also work to address divides within societies. In Pakistan, for example, some 70 per cent of medical students are women, but for cultural reasons only 20–30 per cent of practising doctors are women – even though many female patients prefer to be seen by a female doctor. There are successful examples of using technology to bring women and girls into the workforce, for example by enabling women to access female doctors via remote consultations. As another example of the interplay between local and global, Pakistan is home to one of the world’s largest ‘virtual’ universities, established in 2002.

Trust and fear in the online environment: the ‘silent majority’ is vanishing

A case can be made that, in the ‘real’ world, the Chatham House Rule is comparable with the Internet Society’s vision of the ‘Internet for everyone’. The Rule is intended to ensure that people can speak openly and freely, but also securely. It provides a channel for an issue to be thoroughly debated, and this lends legitimacy. Members of the technical community may view confidentiality as secrecy, but on difficult issues people of good faith need some room to talk and interact freely.

Online debate

The confidentiality offered by the Chatham House Rule encourages people to speak freely, but its efficacy depends on physical meetings in the real world, at which the presence of a silent majority plays an important role in curbing extreme behaviour. No equivalent mechanism exists in the online environment: the silent majority is not only silent, but invisible. As a result, debate can spin out of control.

One speaker remarked that ‘fear is trumping trust’ online. It is important that people are able to speak freely online, but there is no shared moral and/or cultural code influencing how people behave. The risk, therefore, is that online debate is reduced to the lowest common denominator: ‘Civil debate according to the Chatham House Rule is hardly possible online. This leads to a sort of extreme behaviour in debates, which in turn leads to self-censorship.’

Real-world implications

A case can be made that in some instances hate speech may provoke actions in the real world that threaten the personal safety of many. In Rwanda, for example, where ‘hate media’ had a role in fuelling the genocide in 1994, the government is now attempting to restrict what is published online. In early 2017 the government of Cameroon blocked Internet access for the English-speaking part of the country for 93 days. The government said that it reserved the right to stop the Internet being used as a tool to stoke internal division and hatred. However, Internet filtering and shutdowns create extensive collateral damage, and have, in the case of Cameroon, for example, been condemned by the UN Special Rapporteur on freedom of expression as an ‘appalling violation’ of the right of freedom of expression.

Globalization and the Internet as an engine for economic growth

Governments around the world recognize that the Internet is an engine of growth. States are committed to connecting more people (1.5 billion by 2020, in line with the ITU target) to advance the gains that can be made from the Internet economy.

The evolution of the Internet, particularly from the 1990s, has coincided with the end of the post-war East–West order (the so-called ‘end of history’), and the advance of globalization. Whereas diplomacy has traditionally depended on adapting behaviour to local culture in order to reduce friction, what is new is that the Internet effectively ‘collapses’ concepts of place, and, with that, the ability to hold separate value systems in different places.

The role of the state

Workshop participants discussed the appropriate role of the state in an increasingly globalized – but simultaneously fragmented – world. Explicitly Western values have driven the agenda to date, and states that do not buy into those values will view the Internet’s advance as a direct threat. Internet policy dialogue tends to lump non-Western countries or governments together, as though they are all alike. However, there are certain ‘rule-of-law’ states that place more value on social responsibility and cohesion than on individual personal expression. The challenge for states is thus to figure out how to work together without necessarily quite agreeing on such values.

In the opinion of one speaker, quick change will be resisted and conflict is likely to occur. Another disagreed, contending that the Internet’s values are aligned with the Universal Declaration of Human Rights.

There are conflicts between the principles of state sovereignty and globalization. Internet regulation is mostly confined within state borders, but both regulation and technical decisions can have global impacts. One participant asked if it remains accurate to view the Internet as a global network. Other participants noted that the Internet is not just creating challenges for regulation between states because of diminishing borders, but also within the national state bureaucracy. As regards the latter, the Internet has forced a change in the jurisdiction of certain agencies – for example, branches concerned with communication are now asking about their role in the privacy debate – and there is increasing strain placed on governments as these agency jurisdictions continue to blur.

The evolving security challenge

The growth of the Internet has been hugely disruptive to intelligence services. Disruption and encryption have bitten into traditional intelligence models. Agencies are now learning to embrace the Internet to deal with the evolving threats of terrorism and non-state actors. While acknowledging that bulk powers have their critics, one speaker expressed the view that the UK Investigatory Powers Act (2016) is modernizing how intelligence agencies collect evidence.

In the past, when government organizations thought about Internet security, they focused on the top 5 per cent of high-risk events, such as attacks on critical infrastructure. While potentially devastating, such attacks are rare compared with the constant barrage of cyber incidents affecting the population at large. As a result, governments are increasingly concerned with the Internet as it relates to civilian usage. Moreover, the evolution of the modern Internet has led to non-state actors, such as terrorists and hackers, posing security threats to states. Governments are still learning how to respect the privacy of individuals’ communications in the context of criminal investigations.

One participant noted that there has been a ‘market failure’ in security, and that citizens are not managing risks sufficiently. The UK government, for example, has responded at the national level by creating the National Cyber Security Centre.

The Internet of things

The Internet of things (IoT) also poses a big challenge to security. In the next 10 years an estimated 30 billion connected devices will come online. The growth in IoT marketing and innovation has outpaced security, and there are no good economic incentives in place to promote security. Many traditional companies that had nothing to do with information technology are now in effect becoming IT companies, but do not understand how their products can create vulnerability in the network. In this context, how do we continue to connect more devices and gadgets to the network without creating further vulnerability and insecurity? The second challenge around IoT and security pertains to data collection. Most of the focus for regulation is on visible – or physical – things, such as actual devices and gadgets. One participant suggested that as IoT exists in the cloud, that is where security and privacy solutions may be effective.

State regulation in a global world

One speaker described the present situation as a ‘Magna Carta moment’ – a general realization that ‘we don’t have the right structures to address the problems we’re facing’. ‘The nation state system of governance … for national and international and corporate governance are not fit for purpose to deal with the issues we’re facing.’ There is a need to bring together the right stakeholders to address the problems.

Other participants noted that regulation by the state can resolve many of the current problems, such as market failure around security.

When governments make local laws, they need to recognize that they are part of a broader, global system. Therefore, in one speaker’s view, governments need to be accountable not only to their own people, but to everyone on the network.

Others advocated less regulation, making the case instead for raising awareness of the opportunities the Internet brings. One participant asked if governments should be more visible in Internet regulation. Should there be a ‘complaints department’ for consumers at a national level, for example? Or should companies be forced to be more open by allowing algorithms to be reviewed by regulators to help prevent bias? Another noted that the media and the public sphere have become less transparent, and if the state does not play a part in regulating private companies, the data they collect, and the algorithms they operate, then there will be an imbalance.

Democracy and corporate power

Events in 2016 brought surprises in terms of democratic outcomes. Notably, following the Brexit referendum in the UK and the outcome of the US elections, many people are worried about the role of social media in creating filter bubbles and echo chambers, and in spreading fake news.

Extreme behaviour

One speaker raised the point that the vast majority of extreme behaviour is played out on two platforms with the largest user bases. There have been numerous attempts to develop norms of behaviour, or create technical solutions that could filter extreme material. It was only when advertisers started to abandon the platforms because they saw their brands being damaged by association that the platforms did anything about it.

The role of companies

While there has been increased transparency about how companies are responding to requests from governments for user data, there is little publicly available information about firms’ internal processes to moderate content on their platforms. Companies have done a good job in removing images of child abuse, for example, but a poor job in relation to images of breast feeding, or nudity in art. There is also a concern that, where governments are putting pressure on social media companies to take down allegedly extremist material, this may unjustifiably also target the work of human rights activists and journalists.

As recently as 2011, the discussion about the relationship between social media and democracy would have been very different. One participant noted that social networks were initially viewed as a democratizing force, but now the world is seeing the negative impacts that social media can have on society. One participant framed this as a transition from an ‘algorithm-less’ world to one that is ‘algorithm-full’. Another participant noted that, previously, the algorithms used to provide consumers of social media with information were often viewed as neutral. However, events in 2016 have changed people’s perspectives on how social media algorithms can create bias and perpetuate false information. Although the Internet feels like a public space, it is built on private infrastructure; and the companies that control these algorithms hold a great deal of unaccountable power.

Encoding values into the online environment

Just as the Internet Engineering Task Force (IETF) had to adapt to the internationalization of its membership by adopting a code of conduct, there is an urgent need to find an equivalent set of norms to enable ‘civilized’ debate online and reduce extreme behaviour.

While technical solutions seem attractive, it is important to be aware of both the opportunities and risks of encoding social values into algorithms, or into machines themselves. This process will reach its zenith with autonomy, but machine learning biases are already apparent. How can there be a distributed system that is secure, when security itself is a value judgment?

Legitimacy in the multi-stakeholder process

Internet governance began as a technical project but ended up in the world of policy. The technical community has often been very open and transparent, whereas government decisions are often made under conditions of confidentiality. In this context, questions were asked as to how we get these two very different communities to work together and within the confines of traditional institutions; and who should be responsible for convening this consultative space.

A new status quo

Intelligence services used to assume that the status quo would remain of the Internet as a global commons. This view was challenged in 2010, in light of a raft of proposals for new international laws, protocols and technologies designed to benefit authoritarian states. Since then, engagement through the Internet Governance Forum has been stronger; but a liberal, multi-stakeholder perspective is not guaranteed, and will need to be fought for.

Multi-stakeholder policies

Internet policy has become divorced from public-sector spending rounds in many countries, for example in the UK. In this context, multi-stakeholder policy can be undertaken, but only if it does not have a financial impact. One participant noted that discussions on Internet governance and enhanced cooperation tend to go round in circles. In other countries, such as in Malaysia or Kenya, progress on multi-stakeholder models has been reversed when governments have changed or instability has increased. It is unclear who the convenor of the open, consultative space is.

One speaker asserted that while the multi-stakeholder model is liberal, it is not democratic, and there is a danger that in certain environments only the ‘right sort’ of stakeholders are wanted. One participant argued that there is little legitimate input by civil society, whose voice has been crowded out. Another disagreed, noting that those who exert most influence are people who have gone beyond the normal range of effort to extend their expertise.

There is therefore a complex ‘ecosystem’, and different types of decision-making are needed for different problems online. One participant noted that the Internet community has reinforced how the multi-stakeholder model can work. But the role of the public and of civil society is important in demanding systematic change in how governments make decisions that affect the Internet.

What are the solutions to current and foreseeable challenges?

As one speaker remarked, there is not a ‘grand, top-down plan that we will suddenly innovate. It will evolve organically in a very “Internet-y” way.’

Possible solutions

International norms for behaviour and security.

Several speakers highlighted the need for norms of online behaviour and security. This challenge should not be underestimated. The collapse of place is something new, and this challenges the ability to hold separate value systems in different places – something that has previously been essential for successful international diplomacy.

Technical solutions to make visible the silent majority

Technology cannot solve problems of human behaviour, but the problems cannot be solved without technology. The knee-jerk reaction has been to call for unwanted material to be blocked, but the minute this starts, filter bubbles are created. An alternative approach may be to adopt public broadcast values – whereby all views are presented and consumers are necessarily confronted with a range of viewpoints. One speaker suggested that technology could be harnessed to track who reads discussions.

Accountability for corporate impact on human rights

One solution may be to develop benchmarks for companies to make commitments; for others to be able to assess whether those are the right sort of commitments; and to provide data that will enable policymakers, civil society, companies and investors to have a conversation about what sort of Internet is collectively wanted.

Hate speech and fake news

Several speakers agreed that organizations like the Internet Society could help by starting to have essential conversations around fake news, hate speech and extremist content.

Security and the Internet of things

Regulators need to consider who holds IoT data, and focus on the cloud rather than attempting to regulate every object that comes onto the market.

Progress is possible, but the risks are real

One speaker noted that many of the problems that are hotly debated in the context of Internet policy have affected humanity for generations. These problems arise from success not failure. Traditional institutions such as the judiciary have shown themselves to be able to deal with many issues. Previous leaps forward in human connectivity have also led to unprecedented human destruction. Nevertheless, progress has been made, and ‘humanity has evolved’. In the long run, things are improving, and there are great possibilities for innovation, development and human growth.

The developing world is hopeful

Speakers from the developing world emphasized that for many developing countries the Internet continues to be seen overwhelmingly as a medium of opportunity and empowerment. Although countries in the developing world understand that the Internet can impose challenges on society, they still feel that the Internet is the only existing medium that can efficiently provide effective solutions to issues such as poverty, marginalization and education. Some participants also noted that the acceleration of technology could lead to a deepening of existing inequalities, but asserted that this risk could be overcome through truly inclusive and participatory processes.

[1]  When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed.

The views expressed in this document are the sole responsibility of the speaker(s) and participants, and do not necessarily reflect the view of Chatham House, its staff, associates or Council. Chatham House is independent and owes no allegiance to any government or to any political body. It does not take institutional positions on policy issues. This document is issued on the understanding that if any extract is used, the author(s)/speaker(s) and Chatham House should be credited, preferably with the date of the publication or details of the event. Where this document refers to or reports statements made by speakers at an event, every effort has been made to provide a fair representation of their views and opinions. The published text of speeches and presentations may differ from delivery. © The Royal Institute of International Affairs, 2017.

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The Internet has turned our existence upside down. It has revolutionized communications, to the extent that it is now our preferred medium of everyday communication. In almost everything we do, we use the Internet. Ordering a pizza, buying a television, sharing a moment with a friend, sending a picture over instant messaging. Before the Internet, if you wanted to keep up with the news, you had to walk down to the newsstand when it opened in the morning and buy a local edition reporting what had happened the previous day. But today a click or two is enough to read your local paper and any news source from anywhere in the world, updated up to the minute.

The Internet itself has been transformed. In its early days—which from a historical perspective are still relatively recent—it was a static network designed to shuttle a small freight of bytes or a short message between two terminals; it was a repository of information where content was published and maintained only by expert coders. Today, however, immense quantities of information are uploaded and downloaded over this electronic leviathan, and the content is very much our own, for now we are all commentators, publishers, and creators.

In the 1980s and 1990s, the Internet widened in scope to encompass the IT capabilities of universities and research centers, and, later on, public entities, institutions, and private enterprises from around the world. The Internet underwent immense growth; it was no longer a state-controlled project, but the largest computer network in the world, comprising over 50,000 sub-networks, 4 million systems, and 70 million users.

The emergence of  web 2.0  in the first decade of the twenty-first century was itself a revolution in the short history of the Internet, fostering the rise of social media and other interactive, crowd-based communication tools.

The Internet was no longer concerned with information exchange alone: it was a sophisticated multidisciplinary tool enabling individuals to create content, communicate with one another, and even escape reality. Today, we can send data from one end of the world to the other in a matter of seconds, make online presentations, live in parallel “game worlds,” and use pictures, video, sound, and text to share our real lives, our genuine identity. Personal stories go public; local issues become global.

The rise of the Internet has sparked a debate about how online communication affects social relationships. The Internet frees us from geographic fetters and brings us together in topic-based communities that are not tied down to any specific place. Ours is a networked, globalized society connected by new technologies. The Internet is the tool we use to interact with one another, and accordingly poses new challenges to privacy and security.

Information technologies have wrought fundamental change throughout society, driving it forward from the industrial age to the networked era. In our world, global information networks are vital infrastructure—but in what ways has this changed human relations? The Internet has changed business, education, government, healthcare, and even the ways in which we interact with our loved ones—it has become one of the key drivers of social evolution.

The changes in social communication are of particular significance. Although analogue tools still have their place in some sectors, new technologies are continuing to gain ground every day, transforming our communication practices and possibilities—particularly among younger people. The Internet has removed all communication barriers. Online, the conventional constraints of space and time disappear and there is a dizzyingly wide range of communicative possibilities. The impact of social media applications has triggered discussion of the “new communication democracy.”

The development of the Internet today is being shaped predominantly by instant, mobile communications. The mobile Internet is a fresh revolution. Comprehensive Internet connectivity via smartphones and tablets is leading to an increasingly mobile reality: we are not tied to any single specific device, and everything is in the cloud.

People no longer spend hours gazing at a computer screen after work or class; instead, they use their mobile devices to stay online everywhere, all the time.

Anyone failing to keep abreast of this radical change is losing out on an opportunity.

Communication Opportunities Created by the Internet

The Internet has become embedded in every aspect of our day-to-day lives, changing the way we interact with others. This insight struck me when I started out in the world of social media. I created my first social network in 2005, when I was finishing college in the United States—it had a political theme. I could already see that social media were on the verge of changing our way of communicating, helping us to share information by opening up a new channel that cuts across conventional ones.

That first attempt did not work out, but I learned from the experience.I get the feeling that in many countries failure is punished too harshly—but the fact is, the only surefire way of avoiding failure is to do nothing at all. I firmly believe that mistakes help you improve; getting it wrong teaches you how to get it right. Creativity, hard work, and a positive attitude will let you achieve any goal.

In 2006, after I moved to Spain, I created Tuenti. Tuenti (which, contrary to widespread belief, has nothing to do with the number 20; it is short for “tu entidad,” the Spanish for “your entity”) is a social communication platform for genuine friends. From the outset, the idea was to keep it simple, relevant, and private. That’s the key to its success.

I think the real value of social media is that you can stay in touch from moment to moment with the people who really matter to you. Social media let you share experiences and information; they get people and ideas in touch instantly, without frontiers. Camaraderie, friendship, and solidarity—social phenomena that have been around for as long as humanity itself—have been freed from the conventional restrictions of space and time and can now thrive in a rich variety of ways.

Out of all the plethora of communication opportunities that the Internet has opened up, I would highlight the emergence of social media and the way they have intricately melded into our daily lives. Social media have changed our personal space, altering the way we interact with our loved ones, our friends, and our sexual partners; they have forced us to rethink even basic daily processes like studying and shopping; they have affected the economy by nurturing the business startup culture and electronic commerce; they have even given us new ways to form broad-based political movements.

The Internet and Education

The Internet has clearly impacted all levels of education by providing unbounded possibilities for learning. I believe the future of education is a networked future. People can use the Internet to create and share knowledge and develop new ways of teaching and learning that captivate and stimulate students’ imagination at any time, anywhere, using any device. By connecting and empowering students and educators, we can speed up economic growth and enhance the well-being of society throughout the world. We should work together, over a network, to build the global learning society.

The network of networks is an inexhaustible source of information. What’s more, the Internet has enabled users to move away from their former passive role as mere recipients of messages conveyed by conventional media to an active role, choosing what information to receive, how, and when. The information recipient even decides whether or not they want to stay informed.

We have moved on from scattergun mass communication to a pattern where the user proactively selects the information they need.

Students can work interactively with one another, unrestricted by physical or time constraints. Today, you can use the Internet to access libraries, encyclopedias, art galleries, news archives, and other information sources from anywhere in the world: I believe this is a key advantage in the education field. The web is a formidable resource for enhancing the process of building knowledge.

I also believe the Internet is a wonderful tool for learning and practicing other languages—this continues to be a critical issue in many countries, including Spain, and, in a globalized world, calls for special efforts to improve.

The Internet, in addition to its communicative purposes, has become a vital tool for exchanging knowledge and education; it is not just an information source, or a locus where results can be published, it is also a channel for cooperating with other people and groups who are working on related research topics.

The Internet and Privacy and Security

Another key issue surrounding Internet use is privacy. Internet users are becoming more sensitive to the insight that privacy is a must-have in our lives.

Privacy has risen near the top of the agenda in step with an increasing awareness of the implications of using social media. Much of the time, people started to use social media with no real idea of the dangers, and have wised up only through trial and error—sheer accident, snafus, and mistakes. Lately, inappropriate use of social media seems to hit the headlines every day. Celebrities posting inappropriate comments to their profiles, private pictures and tapes leaked to the Internet at large, companies displaying arrogance toward users, and even criminal activities involving private-data trafficking or social media exploitation.

All this shows that—contrary to what many people seem to have assumed—online security and privacy are critical, and, I believe, will become even more important going forward. And, although every user needs privacy, the issue is particularly sensitive for minors—despite attempts to raise their awareness, children still behave recklessly online.

I have always been highly concerned about privacy. On Tuenti, the default privacy setting on every user account is the highest available level of data protection. Only people the user has accepted as a “friend” can access their personal details, see their telephone number, or download their pictures. This means that, by default, user information is not accessible to third parties. In addition, users are supported by procedures for reporting abuse. Any user can report a profile or photograph that is abusive, inappropriate, or violates the terms of use: action is taken immediately. Security and privacy queries are resolved within 24 hours.

We need to be aware that different Internet platforms provide widely different privacy experiences. Some of them are entirely open and public; no steps whatsoever are taken to protect personal information, and all profiles are indexable by Internet search engines.

On the other hand, I think the debate about whether social media use should be subject to an age requirement is somewhat pointless, given that most globally active platforms operate without age restrictions. The European regulatory framework is quite different from the United States and Asian codes. Companies based in Europe are bound by rigorous policies on privacy and underage use of social media. This can become a competitive drawback when the ground rules do not apply equally to all players—our American and Japanese competitors, for instance, are not required to place any kind of age constraint on access.

Outside the scope of what the industry or regulators can do, it is vital that users themselves look after the privacy of their data. I believe the information is the user’s property, so the user is the only party entitled to control the collection, use, and disclosure of any information about him or herself. Some social networks seem to have forgotten this fact—they sell data, make it impossible to delete an account, or make it complex and difficult to manage one’s privacy settings. Everything should be a lot simpler and more transparent.

Social networks should continue to devote intense efforts to developing self-regulation mechanisms and guidelines for this new environment of online coexistence to ensure that user information is safe: the Internet should be a space for freedom, but also for trust. The main way of ensuring that social media are used appropriately is awareness. But awareness and user education will be of little use unless it becomes an absolute requirement that the privacy of the individual is treated as a universal value.

The Internet and Culture

As in the sphere of education, the development of information and communication technologies and the wide-ranging effects of globalization are changing what we are, and the meaning of cultural identity. Ours is a complex world in which cultural flows across borders are always on the rise. The concepts of space, time, and distance are losing their conventional meanings. Cultural globalization is here, and a global movement of cultural processes and initiatives is underway.

Again, in the cultural arena, vast fields of opportunity open up thanks to online tools. The possibilities are multiplied for disseminating a proposal, an item of knowledge, or a work of art. Against those doomsayers who warn that the Internet is harming culture, I am radically optimistic. The Internet is bringing culture closer to more people, making it more easily and quickly accessible; it is also nurturing the rise of new forms of expression for art and the spread of knowledge. Some would say, in fact, that the Internet is not just a technology, but a cultural artifact in its own right.

In addition to its impact on culture itself, the Internet is enormously beneficial for innovation, which brings progress in all fields of endeavor—the creation of new goods, services, and ideas, the advance of knowledge and society, and increasing well-being.

The Internet and Personal Relationships

The Internet has also changed the way we interact with our family, friends, and life partners. Now everyone is connected to everyone else in a simpler, more accessible, and more immediate way; we can conduct part of our personal relationships using our laptops, smart phones, and tablets.

The benefits of always-online immediate availability are highly significant. I would find a long-distance relationship with my life partner or my family unthinkable without the communication tools that the network of networks provides me with. I’m living in Madrid, but I can stay close to my brother in California. For me, that is the key plus of the Internet: keeping in touch with the people who really matter to me.

As we have seen, the Internet revolution is not just technological; it also operates at a personal level, and throughout the structure of society. The Internet makes it possible for an unlimited number of people to communicate with one another freely and easily, in an unrestricted way.

Just a century ago, this was unimaginable. An increasing number of couples come together, stay together, or break up with the aid—or even as a consequence—of social communication tools. There are even apps and social networks out there that are purposely designed to help people get together for sex.

Of course, when compared to face-to-face communication, online communication is severely limited in the sense impressions it can convey (an estimated 60 to 70 percent of human communication takes place nonverbally), which can lead to misunderstandings and embarrassing situations—no doubt quite a few relationships have floundered as a result. I think the key is to be genuine, honest, and real at all times, using all the social media tools and their many advantages. Let’s just remember that a liar and a cheat online is a liar and a cheat offline too.

The Internet and Social and Political Activism

Even before the emergence of social media, pioneering experiments took place in the political sphere—like  Essembly , a project I was involved in. We started to create a politically themed platform to encourage debate and provide a home for social and political causes; but the social networks that have later nurtured activism in a new way were not as yet in existence.

Research has shown that young people who voice their political opinions on the Internet are more inclined to take part in public affairs. The better informed a citizen is, the more likely they will step into the polling booth, and the better they will express their political liberties. The Internet has proved to be a decisive communication tool in the latest election campaigns. It is thanks to the Internet that causes in the social, welfare, ideological, and political arenas have been spoken up for and have won the support of other citizens sharing those values—in many cases, with a real impact on government decision making.

The Internet and Consumer Trends

New technologies increase the speed of information transfer, and this opens up the possibility of “bespoke” shopping. The Internet offers an immense wealth of possibilities for buying content, news, and leisure products, and all sorts of advantages arise from e-commerce, which has become a major distribution channel for goods and services. You can book airline tickets, get a T-shirt from Australia, or buy food at an online grocery store. New applications support secure business transactions and create new commercial opportunities.

In this setting, it is the consumer who gains the upper hand, and the conventional rules and methods of distribution and marketing break down. Consumers’ access to information multiplies, and their reviews of their experience with various products and services take center stage. Access to product comparisons and rankings, user reviews and comments, and recommendations from bloggers with large followings have shaped a new scenario for consumer behavior, retail trade, and the economy in general.

The Internet and the Economy

The Internet is one of the key factors driving today’s economy. No one can afford to be left behind. Even in a tough macroeconomic framework, the Internet can foster growth, coupled with enhanced productivity and competitiveness.

The Internet provides opportunities for strengthening the economy: How should we tackle them? While Europe—and Spain specifically—are making efforts to make the best possible use of the Internet, there are areas in which their approach needs to improve. Europe faces a major challenge, and risks serious failure if it lets the United States run ahead on its own. The European Commission, in its “Startup Manifesto,” suggests that the Old World be more entrepreneur-friendly—the proposal is backed by companies like Spotify and Tuenti. Europe lacks some of the necessary know-how. We need to improve in financial services and in data privacy, moving past the obsolete regulatory framework we now have and making a bid to achieve a well-connected continent with a single market for 4G mobile connections. We need to make it easier to hire talent outside each given country.

The use of e-commerce should be encouraged among small and medium-sized enterprises so that growth opportunities can be exploited more intensely. Following the global trend of the Internet, companies should internalize their online business. And much more emphasis should be placed on new technologies training in the academic and business spheres.

Modern life is global, and Spain is competing against every other country in the world. I do not believe in defeatism or victim culture. Optimism should not translate into callousness, but I sincerely believe that if you think creatively, if you find a different angle, if you innovate with a positive attitude and without fear of failure, then you can change things for the better. Spain needs to seize the moment to reinvent itself, grasping the opportunities offered up by the online world. We need to act, take decisions, avoid “paralysis through analysis.” I sometimes feel we are too inclined to navel-gazing: Spain shuts itself off, fascinated with its own contradictions and local issues, and loses its sense of perspective. Spain should open up to the outside, use the crisis as an opportunity to do things differently, in a new way—creating value, underlining its strengths, aspiring to be something more.

In the United States, for instance, diving headfirst into a personal Internet-related startup is regarded as perfectly normal. I’m glad to see that this entrepreneurial spirit is beginning to take hold here as well. I believe in working hard, showing perseverance, keeping your goals in view, surrounding yourself with talent, and taking risks. No risk, no success. We live in an increasingly globalized world: of course you can have a Spain-based Internet startup, there are no frontiers.

We need to take risks and keep one step ahead of the future. It is precisely the most disruptive innovations that require radical changes in approach and product, which might not even find a market yet ready for them—these are the areas providing real opportunities to continue being relevant, to move forward and “earn” the future, creating value and maintaining leadership. It is the disruptive changes that enable a business, product, or service to revolutionize the market—and, particularly in the technology sector, such changes are a necessity.

The Future of Social Communications, Innovation, Mobile Technologies, and Total Connectivity in Our Lives

The future of social communications will be shaped by an  always-online  culture.  Always online  is already here and will set the trend going forward. Total connectivity, the Internet you can take with you wherever you go, is growing unstoppably. There is no turning back for global digitalization.

Innovation is the driving force of growth and progress, so we need to shake up entrenched processes, products, services, and industries, so that all of us together—including established businesses, reacting to their emerging competitors—can move forward together.

Innovation is shaping and will continue to shape the future of social communications. It is already a reality that Internet connections are increasingly mobile. A survey we conducted in early 2013 in partnership with Ipsos found that 94 percent of Tuenti users aged 16 to 35 owned cell phones, 84 percent of users connected to the Internet using their phones, and 47 percent had mobile data subscriptions for connecting to the Internet. A total of 74 percent of users reported connecting to the Internet from their phone on a daily basis, while 84 percent did so at least weekly. Only 13 percent did not use their phones to connect to the Internet, and that percentage is decreasing every day.

Mobile Internet use alters the pattern of device usage; the hitherto familiar ways of accessing the Internet are changing too. The smartphone activities taking up the most time (over three hours a day) include instant messaging (38%), social media use (35%), listening to music (24%), and web browsing (20%). The activities taking up the least time (under five minutes a day) are: SMS texting (51%), watching movies (43%), reading and writing e-mail (38%), and talking on the phone (32%). Things are still changing.

Smartphones are gaining ground in everyday life. Many of the purposes formerly served by other items now involve using our smartphones. Some 75 percent of young people reported having replaced their MP3 player with their phone, 74 percent use their phone as an alarm clock, 70 percent use it as their camera, and 67 percent use it as their watch.

We have been observing these shifts for a while, which is why we decided to reinvent ourselves by placing smartphones at the heart of our strategy. I want to use this example as a showcase of what is happening in the world of social communication and the Internet in general: mobile connectivity is bringing about a new revolution. Tuenti is no longer just a social network, and social media as a whole are becoming more than just websites. The new Tuenti provides native mobile apps for Android, iPhone, Blackberry, Windows Phone, as well as the Firefox OS app and the mobile version of the website, m.tuenti.com. Tuenti is now a cross-platform service that lets users connect with their friends and contacts from wherever they may be, using their device of choice. A user with a laptop can IM in real time with a user with a smartphone, and switch from one device to another without losing the thread of the conversation. The conversations are in the cloud, so data and contacts are preserved independently of the devices being used. This means the experience has to be made uniform across platforms, which sometimes involves paring down functionalities, given the processing and screen size limitations of mobile devices. Facebook, Twitter, Instagram, LinkedIn, and so on are all evolving to become increasingly cross-platform experiences. But Tuenti is the first social network that has also developed its own Mobile Virtual Network Operator (MVNO)—the company is an Internet service provider over the mobile network. Tuenti is an MVNO with a social media angle, and this may be the future path of telecommunications.

Social media are evolving to become something more, and innovation must be their hallmark if they are to continue being relevant. Tuenti now embraces both social communications and telecom services provision, offering value added by letting you use the mobile app free of charge and without using up your data traffic allowance, even if you have no credit on your prepaid card—this is wholly revolutionary in the telecom sector. The convergence of social media with more traditional sectors is already bringing about a new context for innovation, a new arena for the development and growth of the Internet.

Just about everything in the world of the Internet still lies ahead of us, and mobile communications as we know them must be reinvented by making them more digital. The future will be shaped by innovation converging with the impact of mobility. This applies not just to social media but to the Internet in general, particularly in the social communications field. I feel that many people do not understand what we are doing and have no idea of the potential development of companies like ours at the global level. Right now, there may be somebody out there, in some corner of the world, developing the tool that will turn the Internet upside down all over again. The tool that will alter our day-to-day life once more. Creating more opportunities, providing new benefits to individuals, bringing more individual and collective well-being. Just ten years ago, social media did not exist; in the next ten years, something else radically new will emerge. There are many areas in which products, processes, and services can be improved or created afresh. The future is brimming with opportunities, and the future of the Internet has only just begun.

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Should Students get limited access to the internet?

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Under British and Australian laws a jury in a criminal case has no access to information about the defender’s past record. This protects the person who is being accused of the crime. Some lawyers have suggested that this practice should be changed and that a jury should be given all the past facts before they reach their decision about the case. Do you agree or disagree? Give reasons for your answer.

Some people say that in all levels of education, from primary schools to universities, too much time is spent on learning facts and not enough on learning practical skills, do you agree or disagree, students are becoming more and more reliant on technology. what are some of the problems associated with reliance on computers, and what are some of the possible solutions, in a number of countries, some people think it is necessary to spend large sum of money on constructing new railway lines for very fast trains between cities. other believes the money should be spent on improving exisitng public transport. discuss both views and give your own pinion., a lot of places in the world rely on tourism as a main source of income. unfortunately, tourism can also be a source of problems if it is not managed correctly. describe the advantages and disadvantages of tourism in the modern world. do you think that benefits of tourism outweight its drawbacks.

Essay on Uses of Internet for Students and Children

500 words essay on uses of internet.

The Internet has become a sensation nowadays. It is something that humans cannot function without anymore. It has occupied a great part of our lives. We use the internet for almost every little and a big task now. It ranges from searching for a job to listening to music.

The Internet has basically made our lives easier and convenient. The world is at our fingertips now, thanks to the internet. When we see how it has changed the scenario of the modern world, we can’t help but notice its importance. It is used in all spheres of life now.

Internet and Communication

The world has become smaller because of the internet. Now we can communicate with our loved ones oceans away. The days of letter writing are gone where we had to wait for weeks to get a reply. Everything is instant now. Even though telephones allowed us to do that, but the cost was too high. The common man could not afford to call people overseas because of the costs.

However, the internet changed that. Communicating with people both near and far is now easy and affordable. We can send them emails and chat with them through instant messaging apps. We may also video call them using the internet which allows us to see them clearly even though we are miles away.

Furthermore, we can now get instant news updates from all over the world. The moment anything takes place anywhere in the world, we get to know about it. In addition, we are informed about the natural calamities within the correct time. Moreover, we can easily contact our job recruiters using the internet. Job application has been made so much easier through the internet.

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Internet and Entertainment

Entertainment and the Internet go hand in hand now. Everything is at your fingertips to enjoy. You can book movie tickets easily on the internet. Gone are the days of waiting in long queues to get the ticket for the latest movie. It can all be done through the comfort of your home. Similarly, you can also book match tickets and concert tickets without going through the hassle of standing in long lines.

In addition, we can now do all our shopping online. You won’t have to go out in the harsh weather to shop for stuff. The Internet allows you to browse through a large assortment of products with all the details given. It ranges from something as small as a mug to a laptop, you can have it all. Furthermore, you may also filter the categories to find exactly what you are looking for within seconds.

Nowadays, web series are quite a hit amongst the youth. They do not watch TV anymore; rather they enjoy the web series. Various platforms have created shows which they release on the internet that has a major fan following. You can get your daily dose of entertainment from the internet now. Whether you want to hear the latest music, you don’t have to spend a hefty amount to buy the CD. You can simply listen to it on the internet.

Thus, we see how the internet has changed and made our lives easy in various ways. We can connect with our loved ones easily and get access to unlimited entertainment instantly.

FAQs on Uses of Internet

Q.1 How does the internet help in communicating?

A.1 We can now communicate with our loved ones using the internet. We can video call them and connect with our relatives living overseas.

Q.2 What does internet offer in terms of entertainment?

A.2 Internet offers us various modes of entertainment. We can watch movies and shows online. We can also book tickets and shop for products online.

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• Advantages And Disadvantages Of Internet Essay

Advantages and Disadvantages of Internet Essay

500+ words advantages and disadvantages of internet essay.

The internet plays a significant role in the lives of people today. It is a valuable source of information that helps people share information and communicate with anyone sitting in any corner of the country with an internet connection. But, with many advantages, there are also disadvantages to the internet. With the help of ‘Advantages and Disadvantages of the Internet’ essay, we will throw light on both these aspects. We have also compiled a list of CBSE Essays for students to boost their essay-writing skills. It contains sample essays on several topics, which will give ideas to students and help them write effective essays.

Advantages of the Internet

The role of the internet in the modern world cannot be understated. Nowadays, every person uses the internet to do their daily tasks. People in different fields like offices, schools, colleges, hospitals etc., use their electronic devices like laptops, computers, tablets, cell phones etc., to make their work simple and fast. The internet has also made access to information easier. We can learn about the whole universe with just a single click by using the internet. We can easily communicate and share information with other people around the world with the help of email, instant messaging, video calls etc.

The internet delivers a wide variety of advantages. It not only enables people to share information but also serves as a place to store information and media digitally. This feature has benefitted the fields of education and research the most. We have seen a boom in the e-commerce business as they have used the internet and provided a seamless experience of buying and selling products online. It has created a large market for online retailers and integrated different business fields. Due to this facility, people can now purchase almost everything they need and get it delivered right to their doorstep in a few days. Many services are now provided on the internet, such as online booking, banking, hotel reservations etc.

The internet has made everything a lot more accessible and quick. Most organisations around the world advertise their vacancies on the internet. So, people can search for different types of jobs around the world. The internet provides different types of entertainment to people; be it music, movies, theatre, entertainment, live matches, or live broadcasts. It also helps students to continue their learning through online education.

It is difficult to name all of the benefits and advantages of the internet. This is because the internet has become so entangled and integrated into our daily lives that it has an influence on everything we experience around us.

Disadvantages of the Internet

Although the internet has many advantages, it also has some disadvantages. In the next section of the advantages and disadvantages of the internet essay, let us discuss the disadvantages and the possible risks associated with the modern-day applications of the internet.

While the internet provides us with all tools, products and services we need right at our doorstep, at the same time, it isolates us from the world outside. As we get more accustomed to ordering everything online, be it clothes, food, drinks, grocery, commodities, or even paying bills, getting out of the house has become less frequent. This has caused health issues and various mental health issues such as social anxiety, insomnia and even depression. Teenagers and kids are the most influenced by the internet as they are the generation which has seen the immense use of the internet. They are moulded to a life dependent on the internet. This hinders their learning capabilities and real-life problem-solving skills because they are accustomed to using their mobile for every task.

Today, the internet is the most popular source of viruses in electronic gadgets. As we perform various activities on the internet, we are exposing ourselves to various threats such as malicious software and viruses. Due to these viruses, confidential data may be accessed by unauthorised people or hackers. Some websites contain immoral materials in the form of text, pictures or movies. These websites damage the character of the new generation, especially kids and teenagers. A lot of time is wasted collecting information on the internet. Many people become addicted to spending time on the internet, like chatting with friends or playing games. A lot of information about a particular topic is stored on websites. Some information may be incorrect or not authentic. So, it becomes difficult to select the correct information.

From the information covered in this advantages and disadvantages essay, it can be said that the benefits of the internet outweigh the disadvantages and threats it brings. The responsibility to be safe falls on the users themselves. One needs to stay vigilant and perform regular security checks on their network and computing devices to ensure they are secure from any online attacks. Provided that all government regulations for safe internet browsing are followed and appropriate measures are taken.

Students must have found the ‘Advantages and Disadvantages of Internet’ essay useful for improving their essay writing skills. Visit BYJU’S website to get the latest updates and study materials for CBSE/ICSE/State Board/Competitive Exams.

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Who controls the Internet?

Is the internet “making us stupid”, is cancel culture (or “callout culture”) good for society.

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What is the Internet?

The Internet is a vast network that connects computers all over the world. Through the Internet, people can share information and communicate from anywhere with an Internet connection.

Who invented the Internet?

The Internet consists of technologies developed by different individuals and organizations. Important figures include Robert W. Taylor, who led the development of the ARPANET (an early prototype of the Internet), and Vinton Cerf and Robert Kahn , who developed the Transmission Control Protocol/Internet Protocol (TCP/IP) technologies.

How does the Internet work?

The Internet works through a series of networks that connect devices around the world through telephone lines. Users are provided access to the Internet by Internet service providers . The widespread use of mobile broadband and Wi-Fi in the 21st century has allowed this connection to be wireless.

Is the Internet dangerous?

The advent of the Internet has brought into existence new forms of exploitation, such as spam e-mail and malware , and harmful social behaviour, such as cyberbullying and doxxing. Many companies collect extensive information from users, which some deem a violation of privacy.

What is the Dark Web?

The Dark Web refers to a series of Web sites that require special decryption and configuration tools to access. It is most commonly used for purposes that require strict anonymity, including illegal sales (e.g., of weapons and drugs), political dissent in countries with heavy censorship , and whistleblowing .

While the Internet is theoretically decentralized and thus controlled by no single entity, many argue that tech companies such as Amazon , Facebook , and Google represent a small concentration of organizations that have unprecedented influence over the information and money on the Internet. In some countries, certain parts of the Internet are blocked via censorship .

Whether the Internet is "making us stupid" is widely debated. Some argue the Internet is reprogramming our brains for the worse, as seen by diminishing IQ scores, and that new technologies and platforms like the Internet are harming attention spams, the ability to concentrate, and perform simple tasks. Others argue that virtually all new technologies throughout history have been initially feared, that the Internet gives voice to diverse populations and equal access to information for the benefit of social advancement, and that changing how the brain works and how we access and process information is not necessarily bad. For more on the debate about whether the Internet is "making us stupid," visit ProCon.org .

Whether cancel culture is good for society is widely debated. Some argue it allows the public and marginalized people to seek accountability in their leaders, gives a voice to disenfranchised or less powerful people, and is simply a new form of boycott. Others see cancel culture as a dangerous form of bullying, a suppression of free speech, and a form of intolerance that harms democratic societies by excluding and ostracizing anyone with contrary views. For more on the cancel culture debate, visit ProCon.org .

Recent News

Internet , a system architecture that has revolutionized mass communication , mass media , and commerce by allowing various computer networks around the world to interconnect. Sometimes referred to as a “network of networks,” the Internet emerged in the United States in the 1970s but did not become visible to the general public until the early 1990s. By 2020, approximately 4.5 billion people, or more than half of the world’s population, were estimated to have access to the Internet. And that number is growing, largely due to the prevalence of “smart” technology and the " Internet of Things ," where computer-like devices connect with the Internet or interact via wireless networks . These “things” include smartphones , appliances, thermostats, lighting systems, irrigation systems, security cameras. vehicles, even cities.

The Internet provides a capability so powerful and general that it can be used for almost any purpose that depends on information, and it is accessible by every individual who connects to one of its constituent networks. It supports human communication via social media , electronic mail (e-mail), “chat rooms,” newsgroups, and audio and video transmission and allows people to work collaboratively at many different locations. It supports access to digital information by many applications, including the World Wide Web . The Internet has proved to be a spawning ground for a large and growing number of “e-businesses” (including subsidiaries of traditional “brick-and-mortar” companies) that carry out most of their sales and services over the Internet. ( See electronic commerce .)

Origin and development

The first computer networks were dedicated special-purpose systems such as SABRE (an airline reservation system) and AUTODIN I (a defense command-and-control system), both designed and implemented in the late 1950s and early 1960s. By the early 1960s computer manufacturers had begun to use semiconductor technology in commercial products, and both conventional batch-processing and time-sharing systems were in place in many large, technologically advanced companies. Time-sharing systems allowed a computer’s resources to be shared in rapid succession with multiple users, cycling through the queue of users so quickly that the computer appeared dedicated to each user’s tasks despite the existence of many others accessing the system “simultaneously.” This led to the notion of sharing computer resources (called host computers or simply hosts) over an entire network. Host-to-host interactions were envisioned , along with access to specialized resources (such as supercomputers and mass storage systems) and interactive access by remote users to the computational powers of time-sharing systems located elsewhere. These ideas were first realized in ARPANET , which established the first host-to-host network connection on October 29, 1969. It was created by the Advanced Research Projects Agency (ARPA) of the U.S. Department of Defense . ARPANET was one of the first general-purpose computer networks. It connected time-sharing computers at government-supported research sites, principally universities in the United States , and it soon became a critical piece of infrastructure for the computer science research community in the United States. Tools and applications—such as the simple mail transfer protocol (SMTP, commonly referred to as e-mail), for sending short messages, and the file transfer protocol ( FTP ), for longer transmissions—quickly emerged. In order to achieve cost-effective interactive communications between computers, which typically communicate in short bursts of data, ARPANET employed the new technology of packet switching . Packet switching takes large messages (or chunks of computer data) and breaks them into smaller, manageable pieces (known as packets) that can travel independently over any available circuit to the target destination, where the pieces are reassembled. Thus, unlike traditional voice communications, packet switching does not require a single dedicated circuit between each pair of users.

Commercial packet networks were introduced in the 1970s, but these were designed principally to provide efficient access to remote computers by dedicated terminals. Briefly, they replaced long-distance modem connections by less-expensive “virtual” circuits over packet networks. In the United States, Telenet and Tymnet were two such packet networks. Neither supported host-to-host communications; in the 1970s this was still the province of the research networks, and it would remain so for many years.

DARPA (Defense Advanced Research Projects Agency; formerly ARPA) supported initiatives for ground-based and satellite-based packet networks. The ground-based packet radio system provided mobile access to computing resources, while the packet satellite network connected the United States with several European countries and enabled connections with widely dispersed and remote regions. With the introduction of packet radio, connecting a mobile terminal to a computer network became feasible . However, time-sharing systems were then still too large, unwieldy, and costly to be mobile or even to exist outside a climate-controlled computing environment . A strong motivation thus existed to connect the packet radio network to ARPANET in order to allow mobile users with simple terminals to access the time-sharing systems for which they had authorization. Similarly, the packet satellite network was used by DARPA to link the United States with satellite terminals serving the United Kingdom, Norway, Germany, and Italy. These terminals, however, had to be connected to other networks in European countries in order to reach the end users. Thus arose the need to connect the packet satellite net, as well as the packet radio net, with other networks.

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Home — Essay Samples — Information Science and Technology — Internet — Internet Access: A Case for Universal Free Availability

Internet Access: a Case for Universal Free Availability

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Affordable High-Speed Internet is Spurring Economic Growth and Boosting Small   Businesses

Heather Boushey, Chief Economist, Investing in America Cabinet

Access to affordable, reliable, high-speed internet is a cornerstone of the American economy and essential for economic growth. This is also a bipartisan view—Congress has found that “[a]ccess to affordable, reliable, high-speed broadband is essential to full participation in modern life in the United States.” However, nearly a quarter of American households continue to lack access to high-speed internet at home due to high costs, and in certain communities, a lack of necessary infrastructure. In particular, communities of color, Native communities, rural communities, and low-income households are disproportionately disconnected. That’s why, as part of his Internet for All initiative, President Biden committed to connecting every household in America by 2030, deploying over $80 billion in federal funding to expand access to affordable, reliable, high-speed internet across the country.

Core to the success of the President’s plan is the Affordable Connectivity Program (ACP), which provides qualifying households with up to $30 per month (or $75 per month for households on qualifying Tribal Lands) off their internet bill. The ACP is the largest and most successful internet affordability program in our nation’s history, with over 23 million households enrolled—one in every six households. Because the Administration worked with internet providers to offer high-speed internet plans that are fully covered by the Affordable Connectivity Program, most of these 23 million households have received high-speed internet for free.

Without further funding from Congress, the Affordable Connectivity Program will expire today. This expiration would increase the price of internet for the more than 23 million households enrolled in the program with significant economic implications. That 23 million includes nearly 11.5 million military families, 4 million seniors, 5.75 million African American households, 5.75 million Latino households, and 320,000 households on Tribal lands. Many families would lose internet all together—a recent FCC survey found that more than three-quarters of respondents would have their service disrupted by losing their ACP benefit. Depriving these families of this funding would leave them without money to spend on other necessities like groceries, education, or healthcare. In some states like Kentucky, Ohio, and Nevada, one in four households are enrolled.

That’s why, since last October, President Biden has called on Congress to extend this benefit through 2024. Democratic Members and Senators have joined him in this effort. But Republican leaders in Congress have failed to act. President Biden is once again calling on Republicans in Congress to join their Democratic colleagues in support of extending funding for the Affordable Connectivity Program, so tens of millions of Americans can continue to access this essential benefit.

This blog describes the economic benefits of access to affordable high-speed internet and the consequences of letting the ACP expire, with a particular focus on the role of internet access in supporting small business creation and economic growth.

The significance of access to high-speed internet in the U.S. economy

The COVID-19 pandemic brought into sharp focus the importance of affordable, reliable, high-speed internet for American businesses and families in the 21 st century economy. Even pre-pandemic, an extensive literature pointed to the significance of access to affordable, reliable, high-speed internet for an array of economic outcomes, including small business formation and economic growth. Small businesses, in particular, are a crucial part of local economies and communities—they are responsible for more than 40% of America’s economic output and two-thirds of net new jobs.

Access to internet is now a must-have for creating and running businesses in the U.S. economy. Businesses engage with customers, suppliers, and services (such as banking and accounting) online; online sales account for 15.9 percent of total retail sales, nearly nine percent more than a year ago; and most job seekers now look for jobs online. Several   recent   papers  have found causal links between expansions of broadband (high-speed internet) access and the creation of new businesses, as well as the growth of existing businesses, in urban and near-urban areas. The   literature   indicates  that rural broadband expansion also likely affects business growth and formation, particularly in knowledge-intensive industries.

These results may stem from increased access to new ideas, supply chains, and customers. Additionally, some researchers have described the effects of the internet as allowing businesses in smaller cities or more rural areas to “ borrow size ”—to take advantage of the benefits of larger cities without the costs associated with physically locating in those cities.

The economic benefits of access to high-speed internet extend beyond small business formation to health and education. Researchers have found that virtual visits with trained medical professionals can improve patient outcomes at a lower cost and lower risk of infection than traditional care provided in-person. Unfortunately, a survey of community-based health centers found that, among those not using telehealth, lack of access to broadband was a barrier to adoption, especially for those living in rural areas. In education, survey data show that students in rural school districts with high-speed internet at home had higher grades and standardized test scores than their peers without access, with ensuing economic effects.

These effects and others mean that affordable high-speed internet supports a stronger and more resilient economy. One study comparing countries that belonged to the Organization for Economic Cooperation and Development between 1996 and 2007 found that a 10-percentage-point increase in broadband penetration was associated with a 0.9 to 1.5 percentage point increase in per capita economic growth. Another study focused on the United States estimated that counties gaining broadband access in the early 2000s experienced a 1.8 percentage point  increase in employment rates. More generally, a number of studies support benefits of broadband internet for employment , labor productivity , and economic resilience .

Expanding access to reliable, high-speed internet

Despite the importance of affordable, reliable, high-speed internet for economic equity and growth, in 2022, only 75.9 percent of U.S households had wired high-speed internet service at home according to the American Community Survey with adoption varying by income, race, and the density of their community (Figure 1).

This variation means that expanded access to and adoption of broadband is important for reducing economic disparities. Additionally, it points to two separate challenges for broadband adoption. First, some households—particularly those in rural communities—do not have access to broadband internet because it is not offered in their community. According to the latest data by the Federal Communications Commission, 7.2 million physical locations—either homes or small businesses—are unable to access broadband internet due to a lack of the necessary infrastructure. A second challenge is that some households are unable to afford it; in the beginning of 2021, 15 percent of home broadband users reported having trouble paying for high-speed internet service, including 34 percent of users in households with less than $30,000 in income.

Through its Investing in America agenda, the Biden-Harris administration is making targeted investments in addressing both of those challenges and thereby gaining the benefits of widespread high-speed internet adoption for business formation, employment, health, education, and economic growth. The Broadband Equity Access and Deployment program, created by the Bipartisan Infrastructure Law, invests over $40 billion in building out high-speed internet infrastructure in every U.S. state and territory. In addition, $2.75 billion is included for the Digital Equity Act , which provides grants for communities to take advantage of high-speed internet connections. At the same time, the Affordable Connectivity Program reduces the price of internet for eligible households.

Over time, these investments will connect every American with affordable, reliable, high-speed internet. But connectivity is not enough, it’s essential that Americans can afford the service. The Biden Harris-Administration is asking Congress to extend funding the Affordable Connectivity Program, so that millions of households do not lose the connections that enable them to run their own business, access telehealth, and participate in remote and virtual education.

Without action from Republican leaders, funding for the ACP will soon lapse. This means that families will see their internet bills increase by $30 or more, and communities across the country will lose out on the economic benefits of connectivity. When accounting for lost economic opportunities, education, and telehealth services, one study found that vulnerable communities are projected to lose over $20 billion annually in economic benefits. Furthermore, the first two years of the Biden-Harris Administration were the two highest years of applications to start businesses on record—the third year is on track to surpass both. The loss of ACP subsidies could threaten to slow this pace because many of these businesses rely on access to high-speed internet to succeed.

The economic benefits of programs that expand access to high-speed internet, like the Affordable Connectivity Program, are well-established. Continued funding for the Affordable Connectivity Program would not only benefit the 23 million households that are able to afford high-speed internet through the program, but also all Americans who benefit from thriving small businesses and strong, stable, equitable economic growth.

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SAT Terms and Conditions

Revised: May 7, 2024

IMPORTANT: These Terms and Conditions apply to the upcoming SAT only. If you took the SAT during the last administrative year, find the Terms and Conditions that apply to you .

Introduction.

These Terms and Conditions ( "Terms and Conditions," "Agreement," or "Testing Rules" ) are a legal contract between you and College Board ( "College Board" or "we" ).

They set forth important rules and policies you must follow related to taking the SAT. Please read these carefully.

WARNING. If you don't follow this Agreement, you may be dismissed or prevented from taking the test. You also may be prevented from taking future College Board tests, including the SAT. College Board may also decide not to score your test or to cancel your score. College Board can take these steps in its sole discretion.

All disputes between you and College Board must be resolved in accordance with Section 9 of this Agreement. You understand that by agreeing to arbitration, you are waiving your right to resolve disputes in a court of law by a judge or jury except as otherwise set forth in this Agreement.

Section 1. Requirements for the SAT

Section 2. prohibited items, section 3. prohibited behaviors, section 4. score cancellation and disciplinary measures, section 5. privacy, section 6. miscellaneous, section 7. policies and requirements, section 8. intellectual property rights, section 9. arbitration of disputes and class action waiver, section 10. venue and waiver of jury trial, section 11. limitations of liability, section 12. disclaimer of warranties, section 13. severability, section 14. restricted registrations, section 15. accessibility of these terms and conditions.

The SAT ( "SAT" ) is taken at a test site on a Testing Device as defined below. It is administered on Bluebook™, the College Board digital testing application that is downloaded to your Testing Device.

Photo Requirements for Registration. You must provide an acceptable photo when you register for the SAT in accordance with sat.org/photo . The photo you provide when you register will appear in your registration record.

Step 1: Testing Device. You will need to bring an eligible fully charged testing device ( "Testing Device" ) that can connect to the internet to take the test. Testing Devices are one of the following: Windows laptop or tablet, Mac laptop, iPad, or compatible desktop computer in a school computer lab. You can also use a Chromebook if it is a School-Managed Testing Device as defined below. You cannot take the SAT on a mobile phone. The Testing Device must have sufficient charge to last the duration of the test and setup.

Your Testing Device can come from one of the following sources:

• School-Managed Testing Device: a device your school provides to you for your use in testing that your school has administrative rights over.
• Personal Testing Device: a device you bring for your use in testing that is not provided by your school. You are responsible for making sure your Testing Device is running on the latest operating system software, and if it isn't, you must update it prior to testing.
• Loaned Testing Device: You may qualify to borrow a Testing Device from College Board or its partners if you submit a request with your test registration before the deadline. If so, additional rules relating to borrowing a Testing Device ( "Loaned Testing Device" ) will apply to you and will become part of this Agreement. Submitting a request does not guarantee that College Board will provide you with a Loaned Testing Device. Test sites cannot provide you with a Loaned Testing Device on test day unless your request made for the test date was approved. If you are approved to borrow a Loaned Testing Device, we will make all reasonable efforts to provide you with such device on test day. However, we cannot guarantee that a Loaned Testing Device will be available on test day.

Step 2: Bluebook Installation. You must download Bluebook from bluebook.app.collegeboard.org to your Testing Device before arriving at the test site. Students using a School-Managed Testing Device must work with the school to get Bluebook installed before test day. Loaned Testing Devices provided at the test site will have Bluebook already installed.

Step 3: Exam Setup. You must sign in to Bluebook using your College Board online account username and password, sign the "Privacy Policy and Use of This App" rules, and complete exam setup before the test. Bluebook will generate your admission ticket once you complete exam setup.

Step 4: Test Day.

• On test day, staff at your test site will direct you to your testing room.
• You will connect to your testing site's internet.
• You will follow the instructions provided to you by Bluebook and your proctor to complete check-in.
• Acceptable photo ID. (SAT Suite ID requirements are on the College Board website located at satsuite.collegeboard.org/digital/what-to-bring-do/id-requirements .) If we determine that there is a discrepancy between your photo ID and your admission ticket, or if the photo ID doesn't meet our requirements (for example, if your preferred name is on one field but your full name is on another), we may, in our sole discretion, deny you admission to the test site, dismiss you from the test site, decline to score your test, or cancel your test scores.
• Your electronic or printed admission ticket. You'll show this to the proctor when you check in. If you are using a Loaned Testing Device, your ticket will be generated on test day after completion of exam setup.
• Fully charged Testing Device with Bluebook already installed.
• Acceptable Calculator (defined below) if you choose not to use the built-in Desmos calculator in Bluebook.
• Pen or pencil for scratch work (does not have to be a No. 2 pencil).
• A power cord and/or a portable charger. (We can't guarantee you'll have access to an outlet during testing.)
• An external mouse and mouse pad if you use one.
• An external keyboard if you use one. (You can use external keyboards only with a tablet—not a laptop.)

Step 5: Taking the Test.

• Internet Connection: Bluebook is designed to work with an intermittent connection to the internet. An internet connection is required to start the test and to submit answers at the end of the test. You will receive instructions from your proctor on test day if there is an outage.
• Modules: Each section of the SAT is made up of 2 modules. Once you move on from a module, you cannot return to access any questions from it.
• Online Calculator: There is a graphing calculator built into Bluebook for your use on the Math section, but you may also bring an Acceptable Calculator as described on the College Board website located at satsuite.collegeboard.org/digital/what-to-bring-do/calculator-policy . No other calculators are permitted.
• Managing Your Time: Bluebook has a timer that will count down the minutes and seconds remaining in each module. You can hide the timer, but once there are 5 minutes remaining, the timer will become visible until time is up. When time expires, your work will be automatically saved and submitted if you are connected to the internet. You will not be able to keep working on a module after time expires. You are required to stay for the full duration of the test. You cannot end a module early or submit your answers before the timer runs out. 
• No Other Open Programs or Applications: Prior to testing, you must close all other applications or programs on your Testing Device. You cannot work in any other program or application while the test is running, and you cannot paste work into Bluebook from another program or application. You cannot have any open apps on your Testing Device at any point during testing. Attempting to do so may result in score cancellation. The only exception is for your use of approved assistive technology where you have been approved for testing accommodations by College Board.
• Answer Submission in Bluebook: You must enter your answers in Bluebook. You will not submit any handwritten work, files, or photos. You must not close your Testing Device lid until your answers are submitted. Closing the Testing Device lid before this point may prevent answers from being submitted and cause your test to be incomplete. Answer submission happens automatically if your Testing Device is connected to the internet when the SAT ends. If your answers were successfully submitted, you will see a confirmation screen indicating so. However, if your Testing Device is not connected to the internet when the SAT ends and your answer submission fails, you'll have until 11:59 p.m. local time the next day to reconnect to the internet and submit your answers. (Students using a Loaned Testing Device must resolve this issue before leaving the test center.) Except as otherwise specified in these Testing Rules, College Board will score all SAT exams that have been started, even if a submission is incomplete or a submission error occurs. In some cases when a submission appears to be incomplete, scores will be designated "Score Sends Held," meaning scores will not be sent to colleges, universities, or scholarship programs unless students contact College Board to request otherwise.
• Answer Submission in a Paper Test Book for Those with College Board–Approved Accommodation: Students approved by College Board for an accommodation to test with a paper test book, outside of Bluebook, will record their answers in the test book by circling their final answer choice. Circle only 1 answer for each question. Multiple circled answers to 1 question will be counted as an incorrect answer. Most questions are multiple choice, but some questions are student-produced responses. Directions for filling in your answers to these questions are in your test book. You'll write your answer next to or under the test question and circle it clearly. You won't receive credit for anything written outside of the circle. Be sure to follow all instructions to prevent any scoring delays or issues.

Prohibited items include:

• Mobile phones, which can be used to present the admission ticket, but then must be stored away from the desk during testing.
• Electronic equipment including smartwatches, fitness trackers, wearable technology, cameras, recording or listening devices, or any other type of electronic or communication device except for your Testing Device used for the SAT and, if applicable, any assistive technology that you have been approved to use for testing as an accommodation by College Board. If not being collected, all prohibited electronic equipment must be powered off and stored away from student access during testing.
• All stylus pens, Apple pens, smart pens, iPad pencils, and other electronic writing instruments.
• Books, reference guides, notes, compasses, protractors, dictionaries, highlighters, or colored pencils.
• Papers of any kind, except for scratch paper provided by proctors and collected at the end of the test.
• Watches that beep, make a noise, or have an alarm.
• Calculators that are not acceptable.
• Detachable privacy screens for a Testing Device.
• Reference guides, keyboard maps, or other typing instructions.
• Headphones.
• Weapons or firearms.

If you do not bring the required items, or if you bring prohibited items, you may be denied admission to or be dismissed from the test site; in addition, we may decline to score your test, or cancel your score.

NOTE: Some exceptions to the above may apply if a test taker has received a College Board–approved accommodation.

You may not engage in the prohibited behaviors set forth below and located at sat.org/test-security :

• Attempt to cheat or otherwise obtain an unfair advantage on the SAT.
• Remove or attempt to remove any test questions or responses or any notes or scratch paper from the testing area, including through memorization, give them to anyone else, or discuss them with anyone else through any means, including, but not limited to, email, text messages, or the internet.
• At any time, improperly access the test area, the test (or any part of the test), an answer key, or any information about the test.
• Engage in any way in (i) theft or attempted theft of test content including through intrusion into Bluebook; (ii) postexam manipulation of test content, responses, or test administration data; (iii) attempting to adversely impact or adversely impacting College Board or your testing site network or Bluebook through any means including cybersecurity.
• Attempt to give or receive assistance, including by copying or through the use of an answer key.
• Discuss, record, copy, or share information about the test including questions, answers, identifying information about the version or form of a test, or any other information that might compromise the security of the test at any time (including before the test, during the test, during breaks, or after the test).
• Communicate with other test takers or other individuals in any form while testing is in session.
• Allow anyone to see your test questions or answers or attempt to see or copy others' test questions or answers.
• Consult notes, other people, electronic devices, textbooks, websites, or any other resources during the test or during breaks.
• Have subject-related information on your clothing, shoes, or body.
• Use or access any prohibited items including devices or aids such as, but not limited to, mobile phones, smartwatches, fitness trackers, other oral or written communication devices or wearable technology, cameras, notes, or reference books, etc., during or in connection with the test, including during breaks.
• Have any applications running on your Testing Device other than Bluebook or approved assistive technology or visit any other digital resource(s) or website(s) during the test.
• Fail to turn in or store away a mobile phone in accordance with the testing staff's collection process.
• Share a calculator with another person.
• Use a calculator on any test section other than the Math section.
• Use a prohibited calculator.
• Leave the testing room permanently prior to the conclusion of all sections of the test. Students may test only in their assigned testing room. Testing outside of their testing room may result in score cancellation.
• Go to a locker or leave the designated testing area at any time during the test administration, including during breaks.
• Deliberately attempt to and/or take the test for someone else or attempt to have someone else impersonate you to take the test.
• Provide false information to College Board.
• Deliberately create fake or multiple College Board student accounts including, without limitation, bot-generated registrations or other registrations created through automated methods.
• Disturb others during the test.
• Consume food or drink in unauthorized areas or times.
• Exhibit or engage in confrontational, threatening, or unruly behavior, conduct, or communication toward or concerning others including, without limitation, any test taker, test administrator, proctor, employee of College Board, or College Board contractor.
• Allow an alarm or a personal item to sound in the testing room.
• Fail to follow any of the test administration rules set forth in these Terms and Conditions or directions given by the testing staff.
• Utilize or attempt to utilize any artificial intelligence ( "AI" ) tools, including, without limitation, AI writing solutions such as Generative Pre-trained Transformer ( "GPT" ) 3 and 4 and subsequent versions or developments.
• Deliberately sabotage, damage, or attempt to remove the Testing Device from the testing room or test site during the administration of the test.
• Score Cancellation and Disciplinary Measures. In the event that College Board determines that your scores are invalid under Section 4(b) below, or you have engaged in Misconduct under Section 4(c) below, we may, in our sole discretion, take 1 or more of the following measures ( "Measures" ): Deny you entry to a test administration, dismiss you from the test, decline to score your test, cancel your scores, ban you from taking future College Board assessments (including without limitation the SAT, Advanced Placement ® (AP ® ) and CLEP ® Exams), and/or share information with others as set forth in Section 4(f) below. CAUTION! THE CONSEQUENCES OF CHEATING ON THE SAT ARE SEVERE.
• Invalid Scores. We may cancel your scores and/or take any of the other Measures described above, if after following the procedures set forth in this section, we determine, in our sole discretion, that there is substantial evidence that your scores are invalid ( "Invalid Scores" ). Examples of evidence of Invalid Scores include, without limitation, unusual answer patterns, attempts to access other applications or websites during testing, failure to close all other applications or programs during testing, or other evidence that indicates these Terms and Conditions have been violated. Before canceling your scores under this Invalid Scores section, we will notify you in writing (via email if an email address is provided by you in Bluebook for this test) or through your testing site and offer you 3 options: Voluntary score cancellation, a free retest under closely monitored conditions (during the next 2 available administrations after such review), or an opportunity to submit additional information and request a further review by a College Board panel. If you opt for a further review by a College Board panel, and it confirms, in its sole discretion, that your scores are invalid, we will offer you 3 options: Voluntary score cancellation, a free retest under closely monitored conditions (during the next 2 available administrations after such review), or binding arbitration (or small claims court) as described below. If you choose the retest option, you may not review scores from the administration under review—such scores will be canceled. The process described above in this Section 4(b) is referred to as the "Score Validity Process." Additional information about security measures and consequences of violating security policies is set forth on the College Board website at satsuite.collegeboard.org/digital/test-security-fairness . The binding arbitration (or small claims court) option is available only for tests administered in the United States and U.S. territories.
• Misconduct. Notwithstanding Section 4(b) above, if we determine, in our sole discretion, that there is overwhelming evidence that you violated these Terms and Conditions ( "Misconduct" ), the Score Validity Process will not apply, and we may cancel your scores and/or take any of the Measures described above. Examples of Misconduct might include overwhelming evidence that you used or attempted to use an answer key, mobile phone, the internet, or an application other than Bluebook; remove test content; adversely impact (e.g., take down, disrupt, or deface) the College Board server or Bluebook through a cyberattack or other malicious activity; reverse engineer test specifications and content; or engage in postexam manipulation of test content, answer keys, or telemetry data. Misconduct may be established in various ways including, without limitation, through observations during an administration or by evidence discovered afterward.
• Testing Irregularities. We may cancel your scores if we determine, in our sole discretion, that any testing irregularity occurred (collectively "Testing Irregularities" ). Examples of Testing Irregularities include, without limitation, problems, irregular circumstances, or events associated with the administration of a test that may affect 1 test taker or groups of test takers. Such problems include, without limitation, administrative errors (e.g., improper seating, improper admission to a test site, providing accommodations not approved by College Board), defective materials, defective equipment, technical issues (e.g., Bluebook malfunction, Testing Device hardware issues, internet outage), evidence of possible preknowledge of secure test content, and disruptions of test administrations caused by events such as internet disruptions, natural disasters, weather events, epidemics or pandemics, wars, riots, civil disturbances, or other emergencies. When Testing Irregularities occur, we may cancel an entire administration or individual registrations, decline to score all or part of the test, or cancel scores. We may do this regardless of whether or not you caused the Testing Irregularities, benefited from them, or violated these Terms and Conditions. We may, in our sole discretion, give you the opportunity to take the test again within a reasonable time frame, and without charge. This is the sole remedy that may be available to you as a result of Testing Irregularities.
• Test Taker Reporting Violations or Suspicious Behavior. You may confidentially report any suspected violation of the SAT Terms and Conditions, or any suspicion concerning the security of an SAT test administration, by immediately reporting this information to College Board online at forms.collegeboard.org/reportcheating or by emailing us at [email protected] .
• College Board Sharing Information with Third Parties. We may share the results of test security investigations (including without limitation those relating to Misconduct and Invalid Scores described above, and other disciplinary-related information), with third parties, including with your test site, any score recipient, college, higher education institution or agency, scholarship organization, potential score recipient, government agency in the United States or abroad, parents, legal guardians, or law enforcement. College Board may also share such information with third parties that have a legitimate reason for knowing the information or who may be able to assist College Board in its investigation or who may be conducting their own investigation. College Board may respond to inquiries from any institution to which you submitted a score. If you publicize any review, investigation, or decision of College Board, College Board may make any and all details of such matter public.
• Privacy Policies. College Board recognizes the importance of protecting your privacy. Our privacy policies located at collegeboard.org/privacy-center ( "Privacy Policies" ), and also available to you under Help on the Bluebook homepage, are part of these Terms and Conditions. You consent to the collection, use, and disclosure by College Board of your information, including personally identifiable information, described in the Privacy Policies and in these Terms and Conditions. College Board may update its Privacy Policies from time to time, and they are subject to change up to 1 week prior to your test date and any subsequent test dates for which you register. You are required to review the Privacy Policies located on the College Board website at collegeboard.org/privacy-center prior to each test administration.
• Testing Device and Activity Data. Testing Device Data: When you download and use Bluebook, College Board will receive certain information about your Testing Device, including device type, operating system type and version, applications and processes running on your Testing Device, Internet Protocol (IP) address, screen size and resolution, number of screens, available memory, storage and disk bytes, disk mount, type and size, battery level, and other device-specific information for the purposes described below. Activity Data: We also capture and monitor the actions you take in Bluebook, including your responses, where you click, where you put your mouse on the page, how long you spend on each page, ctrl/alt/delete attempts, and how you navigate through Bluebook. Testing Device Data and Activity Data: Testing Device Data and Activity Data (collectively, "Data" ) may be used by College Board to make sure your Testing Device is compatible with Bluebook, for test security purposes, for test validation and research, and to develop and improve College Board products and services. Data may be disclosed to trusted vendors, but only in their provision of services to College Board, and we may disclose aggregated and de-identified Data. Data is not sold or licensed to third parties, including without limitation for their marketing purposes or other commercial purposes. We may share Data with your school, district or state education department related to the SAT you take on Bluebook, including any misuse of Bluebook. You will also be asked to type specific sentences in Bluebook. Neither Data nor those typed sentences are used for biometric identification.
• We will share information about you that you provide to College Board (including without limitation your name, preferred name, address, gender, email, date of birth, the high school you attend, your expected graduation year, score ranges, information you provide during test registration, testing and when using the College Board college planning website, BigFuture ® ) with participating nonprofit accredited colleges and universities (domestic and international), nonprofit scholarship providers, and government agencies administering educational programs ( "Education Organizations" ). If you opt in to Student Search Service, we may share information that you provided prior to and after opting in to Student Search Service, but we will not share any information until you opt in.
• Education Organizations may use this information to send you, or your parent/guardian, email and postal mail with information about educational, financial aid, scholarship, and direct admission opportunities. This may include information about non-profit college or university undergraduate institutions, no-cost scholarship and financial aid opportunities that fund non-profit secondary or postsecondary education and/or activities, information about accessing higher education, and offers of direct admissions to non-profit higher education institutions.
• Education Organizations may only use your information for the purpose of sending you educational and informational messages about the topics listed above.
• Being contacted by Education Organizations doesn't mean you have been admitted or received a scholarship. You must submit required information and complete steps requested by the Education Organization(s) for potential admission, enrollment, scholarships, and/or financial aid. College Board is not involved in any of the selection or decision making by the Education Organizations.
• Education Organizations may pay a license fee to College Board to license (use) your information. College Board uses these license fees to help support its mission-driven work. Students do not pay a fee for Student Search Service.
• Education Organizations (i) may not share your information with others except to their contractors such as direct mail service providers, and (ii) may only keep your information for a limited time period.
• Opt-out: You can opt out of Student Search Service at any time at my.collegeboard.org/profile/privacy , by completing the Your Privacy Choices webform at form.collegeboard.org/f/data-subject-rights-request or by contacting us at [email protected] .
• Opt-out: You can opt out by notifying College Board, in writing, no more than 15 days after the test date, at College Board SAT Program, Attention: Confidentiality, P.O. Box 025505, Miami, FL 33102 or by contacting Customer Service at [email protected] .
• We send your scores, data derived from your scores, other information you provide in connection with testing, and certain demographic information to your school and district. In addition, your scores may be sent to your state for educational, diagnostic, and/or reporting purposes.
• When you request that we send your scores to colleges or other organizations as designated by you during registration and/or via your College Board account, we send your scores, certain demographic information, and other information you provide during testing to those colleges and organizations in accordance with sat.org/scores . These organizations may use this information to send you information about admissions, educational, financial aid, and scholarship opportunities. Being contacted by these organizations does not mean you have been admitted or are eligible for a scholarship or financial aid program. You must submit an application to be considered for admission at a college or university, and complete any steps required by any scholarship programs to be considered for their opportunities. We share with your school and district the names of the organizations you select for your free score sends available during registration.
• Connections. College Board has a separate program called Connections that is offered to schools and school districts and that connects students with information about nonprofit accredited colleges and universities (domestic and international), nonprofit scholarship providers, and government agencies administering educational programs, without disclosure of their personally identifiable information. Where available, students who take the PSAT/NMSQT, PSAT 10, or the SAT during the school day can opt-in to Connections. You can't opt-in to Connections as part of this SAT Weekend test, but if you have already opted-in to Connections or if you opt-in later, your SAT Weekend score range is included in the information used to match you to organizations as part of Connections. More information about Connections is available at satsuite.org/bigfutureschool .
• Your Testing Device must be fully charged and be able to last for the duration of the test and setup. If your Testing Device does not have sufficient battery life, you may wish to bring a charging cable or portable charger. We cannot guarantee that you will have access to an outlet.
• Testing sites may, but are not required to, offer a replacement device if your Testing Device is not working. You have the option to use or decline the offered device.
• If you want to voluntarily cancel your scores, your request must be submitted through your College Board account by no later than 11:59 p.m. ET 1 week after your test date in accordance with satsuite.collegeboard.org/digital/cancel-scores . Once you submit your request to cancel scores, your scores cannot be reinstated and are not reported to you or your designated institutions (e.g., colleges).
• International test takers may be subject to additional requirements. Those requirements are located at sat.org/international .
• In certain cases, including where there is unexpected volume in a particular area or for test security or safety reasons, College Board reserves the right to move you to a different test site or to a subsequent test administration.
• In the event of a test security–related concern, public health threat including without limitation an epidemic or pandemic, natural disaster, terrorist act, civil unrest, or other unexpected events or circumstances, College Board may cancel testing for all or a specific group of test takers. When this occurs, College Board will notify you in advance if feasible. We will communicate test cancellations and, when feasible, alternate test dates for affected test takers.
• To ensure the integrity of the SAT, for security reasons, or for other reasons in our sole discretion, College Board reserves the right to cancel registrations or bar any individual or group of individuals from registering for and/or taking any College Board assessment.
• If College Board becomes aware that you or someone else may be in imminent danger, we reserve the right to contact the appropriate individuals or agencies, including your parents, guardians, high school, or law enforcement agencies. We may also provide the relevant content, along with any personal information, to those contacted.
• College Board or its designee may use methods to capture images, video, or audio at any or all test sites to help ensure test security. The resulting images or recordings, which may permit College Board to identify specific individuals, may be collected, stored, reviewed, and used for the purposes of (i) identifying, collecting evidence of, and/or investigating possible SAT test security incidents; and (ii) enhancing SAT test security. These images and/or recordings are maintained following the test administration for as long as reasonably necessary for the purposes specified. Thereafter, the images and recordings are securely destroyed. College Board will not use or disclose such information except as described earlier in this section, as requested by law enforcement, and/or as reasonably necessary to protect the rights and property of College Board or third parties.
• College Board may pretest new questions on the SAT to determine if they should be included in a future SAT administration. These questions may appear in all test sections. They will not be included in computing your scores. Pretesting questions are built into the design of the SAT, and testing time for the SAT takes these questions into account.
• After the SAT, you may be asked to participate in a test experience surveyor to answer sample test questions. If you provide us with an email address, you may receive an invitation via email. Participation is optional and will not affect your scores.
• College Board takes steps to ensure that registration records are properly processed, that answers are properly processed, and tests are properly scored. In the unlikely event of a problem with shipping or processing any test materials, including without limitation, answers, answer submission, score reports, or with scoring the test, or score reporting, College Board will correct the error, if possible, and may schedule a makeup test for impacted test takers. This is your sole remedy in relation to such issues. College Board has sole discretion in determining whether to score lost or corrupted answers that are eventually recovered.
• Additional information for students regarding the purpose of the SAT is located at satsuite.collegeboard.org/digital/test-security-fairness .
• All personal property brought into the test site, such as purses, bags, backpacks, mobile phones, calculators and other electronic devices, may be subject to search at the discretion of College Board and testing staff. Searches may include the use of tools, such as metal-detecting wands used on individuals and personal property, or other methods that detect prohibited devices and/or their use. College Board and testing staff may confiscate and retain for a reasonable period of time any personal property suspected of having been used, or capable of being used, in violation of our test security and fairness policies, for further investigation.
• College Board and the test site will not be responsible for personal property, including prohibited items, brought to the test site on test day that becomes lost, stolen, or damaged.
• College Board is not responsible for your failure to follow directions, steps and instructions relating to taking the SAT. You may be prevented from testing, in the sole discretion of College Board, for such failure.
• If you submit a report for what you consider to be an error or an ambiguity in a test question, you understand that College Board may need to hold your SAT score for investigation. As a result, your score may not be available by the published release date for your administration.
• All College Board policies and requirements referenced in these Terms and Conditions, as well as those located at satsuite.collegeboard.org/sat , and linked information therein, are part of these Terms and Conditions.
• College Board may update its policies and requirements from time to time, including without limitation Testing Device requirements, and they are subject to change up to 1 week prior to your test date. You are required to review these prior to each test administration.
• All College Board tests, including the SAT, test-related documents and materials, and test preparation materials ( "Test Content" ) are copyrighted works owned by College Board and protected by the laws of the United States and other countries.
• All software, webpages, algorithms, processes, and technologies through which you access and take the exam, your answers are scored, and the test is secured and proctored, including Bluebook but excluding your Testing Device, your internet service provider (ISP) and the public internet, belong to College Board and its licensors.
• You shall not screenshot or attempt to make any image, copy, or download Test Content or Bluebook. You shall not attempt to decompile, reverse engineer, or disassemble Bluebook.
• All answers and answer documents you submit on the SAT are owned by College Board, and these may be used by College Board for any purpose, subject to the Privacy Policies located at collegeboard.org/privacy-center , and these Terms and Conditions; however, you have independent rights to your scores, including the right to access, retain, and use your scores, except as otherwise described in these Testing Rules.

All disputes between you and College Board (each a "party") that relate in any way to registering for, participating in, or taking the SAT, including but not limited to requesting or receiving test accommodations, score reporting, the use of your data, test security issues, or the Score Validity Process (defined in the "Invalid Scores" section herein), will exclusively be resolved in binding arbitration or small claims court. By agreeing to arbitration in accordance with this section, you are waiving your right to have your dispute heard by a judge or jury except as set forth below. Disputes relating to the Score Validity Process are subject to both these General Arbitration Rules and the Supplemental Arbitration Rules defined in Section 9(b) below. If there is a conflict between the General Arbitration Rules and the Supplemental Arbitration Rules, the Supplemental Arbitration Rules will control.

Either party can seek to have a claim resolved in small claims court if the rules of that court will allow it. Additionally, and except for disputes relating to the Score Validity Process under the Supplemental Arbitration Rules below, if the claims asserted in any request or demand for arbitration could have been brought in small claims court, then either you or College Board may elect to have the claims heard in small claims court, rather than in arbitration, at any time before an arbitrator is appointed, by notifying the other party of that election in writing. Any dispute about whether a claim qualifies for small claims court will be resolved by that court and not by an arbitrator. In the event that either party elects to have their claims heard in small claims court, the arbitration proceeding will remain closed unless and until there is a decision by the small claims court that the claim should proceed in arbitration.

All claims that are not decided in small claims court must be resolved through binding, individual arbitration before a single arbitrator. The arbitration will be administered by the American Arbitration Association ( "AAA" ) under the AAA Consumer Arbitration Rules, supplemented by the AAA Mass Arbitration Supplementary Rules as applicable, in effect at the time a request for arbitration is filed with the AAA. Copies of the AAA Consumer Arbitration Rules and the AAA Mass Arbitration Supplementary Rules are located at adr.org . The arbitrator will have the authority to resolve any dispute regarding the scope or enforceability of this Agreement, except only a court can decide claims that a party violated the intellectual property rights of the other party. In addition, only a court can decide issues relating to (a) the pre-arbitration requirements contained in this Agreement or (b) the interpretation of the prohibition of class and representative actions contained in this Agreement.

Before commencing a small claims court or arbitration proceeding, that party (the "complainant") must provide the other party (the "respondent") with a written notice of dispute that includes the complainant's name and contact information, a detailed description of the dispute, relevant documents, the specific relief sought, and the complainant's physical signature (signature by counsel to the party is not sufficient). If you are the complainant, you must send the notice of dispute by first class mail, FedEx, or UPS to Legal Department, 250 Vesey Street, New York, NY 10281. College Board will send its notice to your address as reflected in College Board's records.

Also, before the complainant may commence a small claims court or arbitration proceeding, the parties must attempt to resolve the dispute through informal, good-faith negotiation. If the parties have not resolved the dispute within sixty (60) days of the respondent's receipt of the written notice of dispute, the parties will mutually schedule a settlement conference which must occur within fourteen (14) days of the completion of the sixty (60) day period, unless otherwise mutually agreed by the parties. Each party must personally appear at the settlement conference (if a party is represented by counsel, their counsel may also participate), and appearances may be made telephonically or by video. If the parties are unable to resolve the dispute at the settlement conference, either party may commence arbitration or file a small claims court proceeding. The statute of limitations and any filing fee deadlines will be tolled while the parties engage in this informal dispute resolution process. If any aspect of the requirements in this Subsection 9(a) have not been met, a court can enjoin the filing or prosecution of an arbitration or the assessment of any arbitration fees. In addition, unless prohibited by law, the AAA cannot accept or administer the arbitration, nor assess any fees for an arbitration that has not met the requirements of this Subsection 9(a). If the arbitration already is pending, it must be dismissed.

If the dispute proceeds to arbitration, the complainant must personally attend all arbitration conferences, hearings, and mediations scheduled by the AAA or by an arbitrator or mediator appointed by the AAA. If the complainant is represented by counsel, the complainant's counsel may also participate, and all participation may be made telephonically or by video except as directed by the arbitrator or mediator. If a complainant fails to personally appear at any conference, hearing or mediation scheduled by the AAA or by an AAA arbitrator or mediator, regardless of whether the complainant's counsel attends, the arbitrator will administratively close the arbitration proceeding without prejudice, unless the complainant shows good cause as to why the complainant was not able to attend the conference, hearing, or mediation.

This arbitration will be conducted as a documents-only arbitration (i.e., there will be no in-person or telephonic hearing) unless otherwise agreed by the parties or required by the arbitrator. If the parties agree to or the arbitrator requires proceedings, such proceedings should be conducted at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, the parties agree that the proceedings will be conducted via a video or telephonic call or, in the event that face-to-face proceedings are agreed to by the parties or required by the arbitrator, at a location that is reasonably convenient to both parties in accordance with the AAA Consumer Arbitration Rules. The arbitrator may consider rulings in arbitrations involving other individuals, but an arbitrator's rulings will not be binding in proceedings involving different individuals. The existence and content of the arbitration proceedings, including documents and briefs submitted by the parties, any correspondence from the AAA, and correspondence, orders, and awards issued by the arbitrator, will remain strictly confidential and will not be disclosed to any third party without the express written consent from the other party, unless disclosure to the third party is reasonably required in the context of conducting the arbitration proceedings or related court proceedings.

For disputes meeting the definition of "Mass Arbitration" under the AAA Mass Arbitration Supplementary Rules, the parties agree that the dispute is subject to the AAA's Mass Arbitration Supplementary Rules and the parties agree to the appointment of a Process Arbitrator, except as may otherwise be decided by the arbitrator or the AAA.

The parties agree that the Federal Arbitration Act ( "FAA" ) 9 U.S.C. § 1 et seq. governs this section, and it is the intent of the parties that the FAA will preempt all State laws to the fullest extent permitted by law.

No arbitration may be maintained as a class or collective action; a party may only bring a claim on their own behalf and cannot seek a relief that would affect other individuals. Unless all parties agree otherwise, the arbitrator will not have the authority to consolidate the claims of more than 1 individual, conduct any class or collective proceeding, make any class or collective award, or make an award to any person or entity not a party to the arbitration, without the express written consent of College Board.

Payment of all filing, administrative, and arbitrator fees and costs will be governed by the AAA's rules. If the arbitrator finds that either the substance of your claim or the relief sought was frivolous or was brought for an improper purpose (as measured by the standards set forth in Federal Rule of Civil Procedure 11(b)), then College Board may seek applicable fee-shifting.

If you receive a notice from College Board that your scores are subject to the Score Validity Process, you may be provided with the option to choose arbitration. In addition to the General Arbitration Rules, except as set forth herein, the below rules will apply.

The sole issue for the arbitrator to decide is whether College Board acted in good faith and followed the Score Validity Process.

This arbitration will be based only on (i) the documents you submitted to College Board pursuant to the Score Validity Process and (ii) College Board documents unless otherwise agreed by the parties or required by the arbitrator.

If the arbitrator finds that College Board did not act in good faith in deciding to cancel your scores, your scores will not be canceled (or they will be reinstated, if applicable).

All other disputes with College Board will be resolved solely by the General Arbitration Rules in Section 9(a) above, except as set forth herein.

All disputes arising from or related to these Terms and Conditions that are not subject to the terms under Section 9 shall be resolved exclusively in the state and federal courts located in New York County, New York State, and each party to these Terms and Conditions irrevocably consents to the jurisdiction of such courts. Each party expressly waives any right to a jury trial in any lawsuit arising from or related to these Terms and Conditions.

EXCEPT TO THE EXTENT FINALLY DETERMINED TO BE PROHIBITED BY LAW, THE TOTAL LIABILITY OF COLLEGE BOARD TO YOU OR ANYONE CLAIMING BY OR THROUGH YOU OR ON YOUR BEHALF, FOR ANY CLAIMS, LOSSES, COSTS, OR DAMAGES ARISING OUT OF OR RESULTING FROM OR IN ANY WAY RELATED TO COLLEGE BOARD, OR ANY TEST ADMINISTRATION BY COLLEGE BOARD, FROM ANY CAUSE, SHALL NOT EXCEED THE TEST REGISTRATION FEES YOU PAID TO COLLEGE BOARD (IF APPLICABLE) OR $100.00, WHICHEVER IS GREATER. IN ADDITION, COLLEGE BOARD WILL NOT BE LIABLE IN ANY EVENT FOR ANY CONSEQUENTIAL, INDIRECT, PUNITIVE, EXEMPLARY, OR SPECIAL DAMAGES.

COLLEGE BOARD MAKES NO WARRANTIES REGARDING THE SAT, SAT CONTENT, OR THE APPLICATION INCLUDING WITHOUT LIMITATION A WARRANTY THAT THE TESTING EXPERIENCE WILL BE UNINTERRUPTED OR ERROR FREE. YOU ACCEPT THE SAT, SAT CONTENT, AND TESTING APPLICATION AS IS.

If any provision or part of this Agreement is held to be invalid, illegal, or unenforceable, the remaining provisions will nevertheless continue in full force without being impaired or invalidated in any way, and, to the extent possible, the invalid, illegal, or unenforceable provision shall be modified so that it is valid, legal, and enforceable and, to the fullest extent, reflects the intention of the parties.

College Board, along with our service providers overseas, is subject to U.S. economic sanctions, laws, and regulations and is prohibited from providing testing services to, or accepting registrations from, persons residing in certain areas or designated by the U.S. government as Specially Designated Nationals and Blocked Persons (collectively, "Sanctioned Persons" ), unless specifically licensed or otherwise authorized by the U.S. government. You consent to use of your personally identifiable information by College Board to verify whether you are a Sanctioned Person. If a Sanctioned Person attempts to register despite U.S. sanctions that prohibit College Board from doing business with such Sanctioned Person, College Board or a U.S. financial institution may block the registration or payments submitted by or for such Sanctioned Persons. If payment is not blocked, College Board is required to cancel the registration and may not be able to refund the payment. Please contact SAT Customer Service at 866-756-7346 (+1-212-713-7789 internationally) or the website of the U.S. Treasury Department's Office of Foreign Assets Control (OFAC) to obtain the current list of sanctioned programs and Sanctioned Persons.

If you have difficulty accessing these Terms and Conditions, including our policies and requirements, please contact College Board Customer Service at 866-756-7346 (+1-212-713-7789 internationally) or satsuite.collegeboard.org/contact-us in advance of registering for or taking the SAT. We will be happy to provide these Terms and Conditions in an alternative format or assist you in some other manner as reasonably necessary to enable you to access these Terms and Conditions.

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How Much Should I Be Paying for High-Speed Internet?

Ways to avoid getting ripped off on your internet bill

• Wide availability
• Price: $25–$35.00/mo.*
• Speed: 200Mbps
• Superfast speeds
• Price hikes after promo period ends
• Limited availability
• Price: $30.00/mo. †
• Speed: 300Mbps
• Free installation and unlimited data
• $10 monthly router rental fee
• Price: $50.00/mo. ‡
• Speed: 1,000Mbps

• Rural availability
• Slow speeds on DSL plans
• Price: $49.00/mo. §
• Speed: Up to 2,000Mbps

See full disclaimers .

Most people can get good high-speed internet for about $70 per month. If you’re just starting your search for home internet, or hoping to switch providers, that’s the benchmark we recommend. Ideally, that $70 price tag will cover:

• Download speeds of 100Mbps or better
• Included Wi-Fi equipment (modem+router or gateway)
• Extra fees such as Wi-Fi access or infrastructure fees

Exactly what’s available to you will depend on where you live and which providers offer internet service in your area. According to our in-house research, internet plans range in price from $20 to well over $100 a month.

Read on for our guide on getting the best price for internet service. We also have some tools to help you find the best deals near you.

Want affordable internet?

Use your zip code to find money-saving options available in your area.

Jump to: How to pay less for internet |  What to know when buying internet | Connection type | Availability | Extra fees | Price hikes | Data caps | Annual contracts

• How to pay less for internet
• What to know when buying internet
• Connection type
• Availability
• Price hikes
• Annual contracts

How much does internet cost per month?

The median price for internet access is about $75 per month. That’s according to an December 2023 analysis from Consumer Reports , which found that about two-thirds of US households pay between $50 and $100 per month for internet service.

For those prices, you can get a standard broadband internet plan , which the Federal Communications Commission (FCC) defines as any internet service connection that gives you 100Mbps download speeds and 20Mbps upload speeds or faster. Your internet download speed may be slower than the max speed advertised on your plan, but you can still get solid and reliable service.

The type of internet connection you have is the most significant factor in how much you should be paying for your Wi-Fi plan. Internet type determines the kinds of download speeds you can get and has a big impact on the overall quality of your service. DSL and satellite internet plans tend to be slow and expensive, while cable internet costs are mid-range for both speed and price.

Fiber internet is the fastest and most reliable, but often lacks true budget pricing. Home internet from 5G providers has been a great bargain for decent speeds for the last few years, but providers are slowly raising their prices as their networks grow.

Internet prices by connection type

Data as of 4/3/24. Offers and availability may vary by location and are subject to change.

 *Percentages are based on internet availability data from the Federal Communications Commission (FCC).

How can you pay less money for internet?

If you’re looking for affordable rates and better offers on your internet bill, here’s a quick rundown of tips and tricks. There are a lot of things you can do to get a great internet deal–you just have to be resourceful and take some extra steps.

Take a speed test to figure out how fast your internet is right now. If you need a connection with more firepower, it might be time to switch to a new plan.

Test My Speed

What factors determine your internet’s price?

Here’s a quick rundown of factors that influence internet prices:

• Internet speed —Faster speeds usually cost more.
• Availability —Urban areas have more options for low-priced plans, while rural areas tend to have fewer options and higher prices.
• Installation, equipment, and extra fees —An internet plan often includes extra fees on top of the basic monthly fee.
• Internet connection type —Reliable connection types like fiber and cable cost around the same (or even less) as slower connection types like DSL. All else being equal, though, faster plans mean higher prices.
• Price hikes —Some plans look cheap because they start with low introductory prices, but watch out for price hikes that kick in after a year of service.
• Data caps —Internet providers usually put a monthly cap on the amount of data you can use, with overage fees tacked onto your bill if you go over.
• Annual contracts —The best annual contract is no annual contract. Having no contract means you can cancel without paying early termination fees.

Looking for an easy way to test and track your internet speed?

Take our internet speed test or download our free speed test app to test your speed from anywhere.

Download our free, easy-to-use speed test app for quick and reliable results.

Internet cost and availability

Usually there’s only a handful of internet service providers available in any given area. However, some areas have only a single provider. No matter where you live, you’ll be limited to a set number of internet plans, prices, and download and upload speeds.

Looking for internet options in your area? Run a search with your zip code to see a list of providers near you.

Internet cost and extra fees

Your total cost for home internet is more than just your plan price. You should also factor in prices for installation, fees for any equipment you need to rent, any additional hidden fees, and taxes. Navigate to the “Fees” section each of our expert reviews for details on final costs vs. quoted prices.

There may also be other ways to reduce your extra fees—or get rid of them entirely. Here are a few suggestions:

How to save on extra internet fees

• Shop for deals and promotions. We keep track of the best internet deals each month from major internet service providers nationwide.
• Buy your own router or gateway. You can save money on rental costs by buying your own modem and router.
• Get a fiber internet plan. Most fiber internet providers offer free Wi-Fi gear and free installation. Order online for the best possible pricing.
• Give 4G or 5G home internet a try. Neither T-Mobile Home Internet nor Verizon 5G Home Internet charge for installation or equipment rental, and both regularly offer deals and promotions to sweeten the pot.

Looking to buy your own modem and router? We have lots of recommendations, whether you need a long-range router or a router for streaming . Our favorite overall is TP-Link’s Archer AX11000 thanks to its long range, free security, and ease of use.

Amazon.com Price (as of 4/3/2024 15:15 MT). See full disclaimer .

Internet cost and government subsidies

If you’re concerned about the cost of your internet bill, you can look into government subsidies to help lower the price.

The biggest federal benefit is the Lifeline program , which pays $9.95 per month toward qualifying mobile phone or broadband plans for certain low-income households. Learn more about cheap internet plans and taxpayer-supported initiatives for free and low-cost internet in our expert library.

To find out about more state and local subsidies where you live, search “internet assistance” and the name of your state in a search engine. In most states, you’ll find an office of broadband or an assistance agency.

Internet cost and price hikes

Internet providers often seek to attract new customers by offering low “promotional” prices on their internet packages—only to hike up the monthly price when the promo period ends (usually after 12 or 24 months). Cable and DSL providers tend to be the worst culprits, but we’ve seen it across the board.

Sometimes price hikes aren’t a big deal—maybe just $5 per month. But, in other cases, the price hike buried in the fine print can increase your bill by $30 per month.

How to deal with internet price hikes

• Look at the fine print. See if there are price hikes buried in your bill and do some number crunching to make sure the price will still be worth it.
• Try to get a no-contract internet plan. That way, you can cancel your plan without paying early termination fees when the price goes up
• Negotiate with customer service. When you’re getting close to the end of your 12-month honeymoon period, give your provider a call and push for a new deal.
• Look for fixed rates. Switch to an internet provider that gives you a fixed monthly rate, including equipment and installation.

Find out how to lower your internet bill —there are lots of things you can do!

Internet cost and data caps

Many providers put a cap on the amount of internet data you can use per month—going over can lead to extra charges on your bill. But not all providers do this.

If possible, avoid overage fees and speed slowdowns by picking a plan that gives you unlimited data.

Data as of 64/2/24. Offers and availability may vary by location and are subject to change.

We’ve got all the details on which internet providers have data caps . Learn which ones do and which ones don’t—because knowledge is power.

Internet cost and annual contracts

Depending on your internet plan, you may be required to sign an annual commitment with your provider. This means you’ll have a contract that renews every year. To cancel your service early, you’ll need to pay early termination fees (ETFs)—usually $10 to $12 for each month you have left on your contract.

Annual contracts probably won’t be a big deal for you if you’ve been with the same provider for a long time and haven’t had any issues. But they can be really inconvenient if you move around a lot or have a provider that delivers subpar service.

Thankfully, more and more internet service providers offer plans with no annual contract s . You can sign up for service and cancel any time.

We recommend going with a no-contract provider if one is available in your area; otherwise, just be prepared to pay out some extra moolah if you want to break your contract early.

Best no-contract internet plans

The plans above all give you internet service with no annual contract required. These are hardly the only options out there. If you’re curious to know more, run a search with your zip code below to find which no-contract internet providers are available in your area.

Related content

• How to Get Free and Low-Cost Internet
• Best Internet Deals
• Best Cheap Internet Providers and Plans
• Why Can I Only Get a Few Internet Providers?

Disclaimers

How Much Should I Be Paying for High-Speed Internet? ( return to top )

*For 24 months. No term contract. Taxes and equipment not included. Includes $10/mo automatic payments and paperless billing discount. Prices may vary by location.

† For 1 yr. w/Auto Pay & Paperless Bill w/Unlimited Mobile plan. ($40/mo. without Unlimited Mobile plan.) Terms apply. Wired connection. WiFi speeds may vary. Not available in all areas.

‡ For new residential customers only. No annual contract required. Prices shown are before taxes and fees and require autopay and paperless billing.

§ Monthly prepayment required. Additional taxes, fees, and surcharges apply. 

# w/Auto Pay & Paperless Bill plus taxes. Terms apply. Not available in all areas.

Best no-contract internet plans ( return to top )

*Plus taxes and fees. Upload/download speed and device streaming claims are based on maximum wired speeds. Actual Internet speeds are not guaranteed and may vary based on factors such as hardware and software limitations, latency, packet loss, etc.

‡ w/ Auto Pay. Regulatory fees included in monthly price for qualified accounts. See full terms.>w/ Auto Pay. Regulatory fees included in monthly price for qualified accounts. See full terms.

†† No contract required. 24 Month Internet Pricing. Equipment priced separately. Includes $10 discount for 12 months w/ ebill & autopay. Experienced speeds may vary. Excludes surcharges and fees. New residential customers only.

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Product prices and availability are accurate as of the date/time indicated and are subject to change. Any price and availability information displayed on Amazon.com at the time of purchase will apply to the purchase of this product. HighSpeedInternet.com utilizes paid Amazon links.

CERTAIN CONTENT THAT APPEARS ON THIS SITE COMES FROM AMAZON. THIS CONTENT IS PROVIDED ‘AS IS’ AND IS SUBJECT TO CHANGE OR REMOVAL AT ANY TIME.

Author - Chili Palmer

Chili Palmer covers breaking news, satellite internet, mobile connectivity, and streaming services for HighSpeedInternet.com. Previously writing under the name Rebecca Palmer, Chili is passionate about providing accurate and accessible information any time you're trying to connect … whether you already speak geek or just got your first smartphone.

Editor - Cara Haynes

Cara Haynes has been editing and writing in the digital space for seven years, and she's edited all things internet for HighSpeedInternet.com for five years. She graduated with a BA in English and a minor in editing from Brigham Young University. When she's not editing, she makes tech accessible through her freelance writing for brands like Pluralsight. She believes no one should feel lost in internet land and that a good internet connection significantly extends your life span.

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