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were free not only to bring their mobile devices to school, but also to use them—at their teachers’ discretion—to connect to the school’s wireless network to do their work.

The students do see [a smartphone] as a potential learning tool

“There’s an appropriate time to use the device and not use the device. If I’m teaching and lecturing, you should not have that device out. If you get it out while I’m teaching or lecturing, you’re going to lose your privacy and have to go back to pencil and paper.”

This article investigates in greater depth one particular aspect of cheating within secondary education and some implications for measuring academic achievement. More specifically, it examines how secondary students exploit the Internet for plagiarizing schoolwork, and looks at how a traditional method of educational assessment, namely paper-based report and essay writing, has been impacted by the

mputer skills among secondary school students. One of the conclusions is that students’ technology fluency is forcing educators to revisit conventional assessment methods. Different options for combating Internet plagiarism are presented, and some software tools as well as non-technology solutions are evaluated in light of the problems brought about by “cyberplagiarism.”

growth of Internet usage and the proliferation of co

the launch of a unique program to help Toyota dealers communicate recall information to customers on dealership websites via live chat.