Only a few days ago we had not offered or rather we did not know much about the Internet; we couldn't have been aware of its structures, now that the scenario has changed we can't even imagine our life with it. Today we have many different types of knowledge resources about Internet telecommunications technologies: manuals on the use of these technologies for various purposes, popular scientific literature, advertisements inviting users to locate their information on the network, how to use them in the teaching process and learning, etc. Our aim is to describe the place of the Internet in modern education, its role in improving the effectiveness of different forms of education, increasing the possibilities of those who would like to learn but cannot go through the regular options [1]. This set of materials consists of analyzing the situation of the Internet in education in different countries of the world to give the opportunity to know the positive aspects that the Internet offers to the sphere of education and the problems that arise[2]. We believe it is particularly important to take an objective look at the opportunities the Internet offers for education. That is why in the Introduction we draw your attention to issues that we consider particularly significant for decision-makers in education systems and for those who organize the teaching and learning process. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayThe analytical materials of the first part cover the situation in the United States, European countries, some countries in Africa and Asia. This is a survey of almost 90 sources carried out by authors from different countries. Secondly, be considered discussion material [3]. We think it is very useful to be able to reflect on the problem, discuss different points of view, and formulate your own position. This part includes four Units, which reflect their authors' philosophical and pedagogical views on the role of the Internet in education and are organized specifically for discussion. The reader can pay particular attention to these points and formulate his own point of view, which may coincide with or differ from that of the authors. Furthermore, each Unit concludes with some discussion topics. You will thus be able to share your opinion on the problems described in this or that Unit with your colleagues. The last one could be quite autonomous [2]. It is a textbook for Internet users, which offers some materials on Internet technologies. It can be very useful for those who have not yet mastered these technologies but are ready and willing to do so. In the Appendix you will find the list of references to Internet resources in the educational field. Therefore, the set of materials is addressed to educators who should be aware of the situation regarding the use of the Internet in education; to teachers and tutors who carry out the teaching and learning process by extensively using the resources and structures of the Internet both in traditional and distance learning. We hope that this set of materials will not be examined in depth, but it will help you think about the issues discussed here. [6]Above came true due to the affordability of prizes on the Internet. The Alliance for Affordable Internet research made the following observations [7].Zero rating did not bring most mobile Internet users online for the first time. Nearly nine in ten users surveyed report using the Internet before accessing it through a zero-rate plan. The number of people who connected online for the first time with a zero rating wasslightly higher in India (15%) and Peru (22%). About 10% of users said they had used zero-rating at least once. Public WiFi is the primary means of connection for one in five users. The majority of users surveyed (51%) use a full-cost data plan as their primary means of connecting to the Internet, and public WiFi was the second most common connection method (21%), particularly in countries like Peru ( 40%) and the Philippines (34%). Women are also more likely to use public WiFi. Users typically mix and match data plans to meet their connectivity needs. In terms of users switching from using a zero-fee service to a paid service, 28% of all zero-fee users are no longer using a zero-fee plan and are now paying customers (i.e., now using a full-cost plan or service-specific plan). Additionally, 35% of all zero-rated users continue to use the service with a zero rating and a paid plan. 37% continue to use only the "free" options, i.e. the zero-fee service in combination with public WiFi. The vast majority of users (82%) prefer full Internet access with time or data limitations, if there are any restrictions. imposed. About half (48%) of all users said their preferred restriction was a time limitation (i.e., the free plan would only be good for a short time, with no restrictions on which websites/apps can be accessed). , while a third of respondents said they would prefer access to all websites/apps, with a limitation on the amount of data that could be used [7]. Thomas Sachson argued that when a large company gives out free data to encourage online engagement via its app, other competing companies will quickly respond with even more attractive free data offers in their own apps, thus creating an upward spiral of user freedom final seeking that consumer's patronage. This is a very good thing indeed and will result in a large surplus of free data available to users of these services. This is free market dynamics at its best and explains well why very few (e.g., my guess is almost zero) low-income consumers complain about zero-rate/toll-free data implementations: these people just want/have need free data. But this is only the initial iteration of data freedom [7]. Once this free data dynamic is readily appreciated by both app providers and end users, we will soon see the emergence of a secondary (and much more powerful) business model where end-user consumers are rewarded with more data than they actually consume in a data-sponsored app (for example, they consume 10MB via an app but are rewarded with 15MB back in their mobile accounts to use freely as they like, then get back the 10MB spent in app plus 5 MB as a “bonus” to use elsewhere). Therefore, I can think of no better way to allow the consumer to accumulate more free data on an ongoing basis than to have it provided by the same entities that wish to engage competitively with them. when free data is offered in a transparent, user-driven, and thoughtful way, society will soon realize that competition for engagement (via the distribution of free data) will result in an online ecosystem where most people will have large pools of free data at their disposal. availability to go online when they want and how they want, without feeling the burden of high costsmonthly data charges. And by the way, this is also the probable solution to the ad blocking problem. John Laprise similarly argued that affordability is the most vexing issue facing advocates for expanding Internet access. It would be useful to know whether or not zero-rated services are a useful tool to address this problem [7]. Factors that influence the effectiveness of using the Internet in education, the most important among them is a user's ability to work with information. It is not that simple, because it requires the ability of the student to use different types of intellectual skills, which many of our students do not possess. It means that a student should be able to analyze the information he is dealing with, to select the facts, the data appropriate to the problem he investigates. He/she must find arguments to prove his/her point of view. It is quite obvious that the information that the student finds on the Internet is not always useful. Furthermore, he can be very aggressive; may not be up to scientific level, etc. The Internet is a very democratic environment where every user can locate their own information. Many teaching materials are not subjected to any examination. This fact also creates many difficulties for a teacher in choosing material for teaching purposes. To solve this problem you need to be competent in your professional field. He/she should be able to analyze the material and recommend it to his/her students, and students selecting information should also be able to decide whether this or that material is flawless to be used for cognitive purposes. Therefore, for effective education, simply accessing Internet information resources is not enough. It is necessary to prepare students in advance to work with information or provide those using the form of distance education with special tasks intended to develop intellectual skills of critical thinking, working with verbal texts, multimedia environment, to create all kinds of so - so-called secondary texts (abstracts, summaries, essays, etc.), to be able to work with the information. In other words, it means developing your critical thinking. This must be the goal of every education system. So this is the first factor that influences the efficiency of the Internet in education. Furthermore, we must keep in mind that reading electronic texts online is not the same as reading printed texts. We have to look at it rather than read it carefully and decide whether it is worth downloading and reading more carefully later or not. So, students should be taught to quickly browse texts, selecting the main ideas that interest them from the point of view of their cognitive task. This has been confirmed that Indians love their mobiles for surfing the Internet,” said Tarak Desai of Stat Counter, Mumbai. “Internet usage via mobile in India is astonishing compared to that of most other countries.” Desai attributed some of the success to the latest entrant in India's $50 billion telecom sector: Reliance Jio. The Mukesh Ambani-led venture has attracted more than 100 million subscribers by offering one gigabyte (GB) a day of free 4G. It has also triggered price wars which have brought down data prices in the country by almost 20%.[5]The current generation uses technology for learning; this would be confirmed by looking at the changing face of education and going on to consider the different modalities. We continue by considering some of the pressures for change in current educational systems. The idea of ​​a personal learning environment recognizes that learning iscontinuous and seeks to provide tools to support such learning. It also recognizes the role of the individual in organizing their own learning. Furthermore, the pressure for a PLE is based on the idea that learning will take place in different contexts and situations and will not be delivered by a single learning provider. Related to this is a growing recognition of the importance of informal learning [2]. The article also examines technological changes, particularly the emergence of ubiquitous computing and the development of social software. The article believes that we are coming to realize that we cannot simply reproduce previous forms of learning, the classroom or university, embodied in software. Instead, we must consider the new learning opportunities offered by emerging technologies. Social software offers the opportunity to narrow the gap between producers and consumers. Consumers themselves become producers, through creation and sharing. One of the implications is the potential for a new ecology of “open” content, books, educational and multimedia materials, through students themselves becoming producers of educational materials. Social software has already led to the widespread adoption of student portfolios, bringing together learning from different learning contexts and sources and providing a continuous record of lifelong learning, capable of expressing itself in different forms. The article considers how personal learning environments could be developed through the aggregation of different services. The final section provides examples of practices that show how PLEs could be used in the future [3]. Lifelong learning is certainly not a new idea. Arguably, the idea of ​​lifelong learning was originally rooted in the labor movement. In the UK, Mechanics Institutes, Miners Halls and organizations such as the Workers Educational Association have organized classes and courses for workers to improve their education and provide access to learning resources and social activities. While this measure may have aimed to develop technical and labor market skills and knowledge, it was driven by a broader belief in the power of education for empowerment. The more recent focus on lifelong learning, say in the last thirty years, has been driven by much narrower discourses. Driven by a shorter product life cycle, the increasing speed of adoption and implementation of new technologies in the workplace, and the growing instability of employment with the computer-driven industrial revolution, it was thought that workers would need a continuous learning throughout their working life to update their professional skills and knowledge or to learn new professional skills. It was disputed who would be responsible for it. While previously continuing vocational training was the responsibility of employers and the state was seen as having a leading role in the provision of continuing education and training, it is now often argued that individuals are responsible for maintaining their own employability, albeit sometimes with the assistance of scholarships, vouchers and subsidized courses. If not continuous, learning is now seen as multi-episodic, with individuals undertaking occasional periods of formal education and training throughout their working lives. The idea of ​​a personal learning environment recognizes that learning is continuous and seeks to provide tools to support that learning. It also recognizes the role of the individual in organizing their own learning. Furthermore, the pressures for a PLE are based on the idea that learning will take place in contexts and situations.