What New Computer Science Teachers Really Know About How the Internet Works

What is it about?

This publication explores what new computer science teachers actually understand about how the Internet works. Although we often assume that teachers who introduce digital technologies to children have a strong grasp of the Internet, this is not always the case. As countries revise their computing curricula, teachers without a formal computer science background are expected to teach topics such as how data travel online, where photos and videos are stored, and what happens when we connect to Wi-Fi. Yet very little research has examined what these teachers truly know about these fundamental processes. In this study, we interviewed fifty new computer science teachers in the Czech Republic using an in-depth method that encouraged them to describe and draw their ideas. We then compared their explanations to those of 165 children aged nine to fourteen. We looked at four key areas: where online data are stored, how devices access the Internet, how information travels across the network, and what the Internet is as a whole system. We found that most teachers recognised the Internet as a global network, but many struggled to explain the invisible parts of it. For example, teachers often understood that data are stored somewhere outside the phone, but their ideas of servers varied widely. Some imagined large central computers, some thought of satellites, and only a smaller group described the distributed network of servers used in reality. A similar pattern appeared in their explanations of how e-mails or videos travel. Teachers frequently invoked satellites or vague towers, while only a minority described the multi-step path through routers and cables that characterises real Internet communication. When we compared teachers with children, teachers did have a more advanced understanding, but some gaps resembled early adolescent thinking. Teachers’ knowledge of Internet principles was also only weakly related to their understanding of digital traces, which suggests that knowing how the Internet works does not automatically translate into stronger e-safety knowledge. Overall, the study uncovers how new teachers combine personal experience, school practices, and partial scientific ideas. This mix often leads to fragmented or unstable mental models of the Internet. Understanding these patterns can help education systems design better support for teachers as they transition into computer science teaching.

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Photo by NASA on Unsplash

Photo by NASA on Unsplash

Why is it important?

This is one of the first studies to examine new computer science teachers’ understanding of the Internet at a time when many countries are rapidly introducing more ambitious computing curricula. Although teachers are expected to teach Internet infrastructure and digital literacy, most have not previously studied these topics. By revealing the specific areas where teachers struggle, such as data storage and the multi-hop nature of data transfer, the study highlights exactly where upskilling efforts should focus. The work is timely as education systems worldwide try to strengthen children’s digital competence. If teachers themselves have incomplete or unstable knowledge, they may unintentionally pass on misconceptions. The findings also contribute new insights to developmental psychology by showing how adult learners, much like children, rely on everyday experiences when scientific explanations are missing. The comparison between teachers and children provides a rare developmental perspective across age groups. This evidence can help curriculum developers, teacher educators, and policymakers improve training so that teachers can deliver the new computing curricula with confidence and accuracy.