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Accelerating Time Online



According to the polling group Harris Interactive, adult internet users are now spending an average of 13 hours online per week.

From 7 hours average use in 1999 to between 8-9 hours from 2003-2006 and 11 hours in 2007, this latest increase to 13 hours is somewhat analogous to the increase in home broadband penetration in the US. An April 2009 survey by the Pew Research Center’s Internet & American Life Project showed 63% of adult Americans now have broadband internet connections at home, a 15% increase from a year earlier.

The age groups that spend the most time online are those aged 30-39 (18 hours) and those aged 25-29 (17 hours) and 40-49 (17 hours).

What sort of future does this portend for your students when they’re adults? 

Though these Harris Poll usage numbers above belie what I perceive as THE primary acceleration in our use of the internet – mobile device access to the internet – I was thus a bit troubled that the survey didn’t explicitly ask about the use of mobile device access as I described in this post about Mobile Accelerating Faster Than Did PC’s and, specifically, this slide in the Morgan Stanley slide deck that showed a 29% compound annual growth rate in mobile use of the internet:


As I’ve said many, many times in posts on this Accelerating Change blog, your students will be completely immersed in an internet culture and the internet will be central and core to everything they do when they’re adults. What are you doing now to prepare them for that certainty?


On a personal note, I’d like you to know this will be my last post for Scholastic Administrator as we’re parting ways. I hope you’ve enjoyed these posts and encourage you to reach out to me at steve (at) iconnectdots.com if you’d like to comment. Thank you for reading!

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I think most adults nowadays spend more time online because they have a job that includes the internet..

People connecting from home should be more because of the unemployed people.

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Disclaimer: The opinions expressed in Accelerating Change are strictly those of the author and do not reflect the opinions or endorsement of Scholastic, Inc.