— When students use their computers, their phones, their tablets, their laptops and their iPads at home or at school, the Internet slows, and schools have to spend more time figuring out how to keep it up.

The result is that more and more schools have cut back on the Internet, limiting what students can access and how often.

In many cases, schools have opted to shut down the computer labs in classrooms and cut back online instruction.

But some teachers and administrators say they’re losing control of the Internet by letting students use it without realising it.

And the technology is failing them.

The problem is not that the technology has failed — it has failed because teachers have let their students use the Web without real-time supervision.

And because some of those teachers, too, are now afraid of losing their jobs, they are trying to keep their schools online as best they can.

At Stanford, for example, teachers who wanted to use the Internet for homework or to learn math now have to get approval from the school principal and their principals.

When teachers are allowed on the Web, however, they can access the Web for just five minutes at a time.

That leaves some teachers in some classrooms, particularly the most advanced students, unable to get online for longer than 15 minutes at any given time.

And many have been forced to make do with computers and laptops that they can’t use.

For many teachers, the choice to let students use Internet at home has come with an added cost: The Web becomes a distraction from what should be their most important job.

A new study from the University of California, San Francisco, suggests that in the classroom, computers have become a major distraction and that teachers are losing control over the Web.

In the study, researchers at the university compared students who were allowed to surf the Web or listen to music to students who weren’t allowed to.

The students were given a series of tasks to complete, such as completing a task that required a computer to respond.

In addition to the tasks, the students also were given information about the tasks that required them to answer.

When the computer responded, the task was completed.

Students were asked to repeat the task as much as possible, or if the computer was not responding, to go back to the beginning and complete the task again.

The computer didn’t have to respond in the first instance.

In fact, the computer could be turned off at any time.

The researchers found that even when students were allowed online to complete their tasks, they were more likely to use their devices to do so than if they were allowed only to listen to their music or to complete the tasks on their laptops.

And when the students were not allowed to play music or listen while on the computer, they performed worse on the task that needed them to remember the tasks they had learned.

When they were not permitted to play any music or have access to their laptops, they had higher performance scores, the researchers found.

The study, titled “Students’ use of online learning and performance on Internet-based tasks: A study of students’ use and performance,” was published online in the journal Computers in Human Behavior.

While this study focused on the use of Internet in the classrooms, it found that it was more prevalent in other ways.

Students in schools where students were permitted to surf and listen to the Web were more apt to complete tasks, such for spelling or math, than those in schools that had restrictions on students using the Web to complete these tasks.

Students who were not given the opportunity to surf or listen were also more likely than those who were given the option to surf to complete a task on their laptop.

The students who had the option of surfing or listening also were more prone to failure in the tests they took, such that they did not get as high scores as those who had been allowed to access the Internet to complete assignments.

In addition, the study found that students who received the option for surfing or to listen on the laptop were more than twice as likely to miss a deadline and to use a computer that was not able to respond when they needed to, as compared with those who did not receive the option.

This is troubling because it suggests that a technology that allows students to use it while at home — a device that is typically designed to allow students to work from home, not on a computer — may be limiting the use students have of the Web as they continue to learn.

For teachers who are losing their online teaching jobs, this finding raises troubling questions about how they will be compensated for their time on the job.

For example, if schools are losing jobs to computer-literate students, it may be a problem for them to get paid for their work as a substitute teacher.

If they are not getting paid, they may find it