Information and Technology

Welcome to the IELTS TIME podcast! I’m your host, Archer, and today we’re diving into a highly relevant Part 3 topic — Information and Technology.

First, you’ll hear a mock interview where Joseph answers a series of questions using rich vocabulary and thoughtful ideas.After that, I’ll break down his answers and highlight the useful words and phrases you can add to your own speaking.

Let’s jump right in.

How has searching for information changed compared to the past?

Honestly, the change has been huge, almost like night and day. Back in the day, if you wanted to find something, you basically had to visit a library, spend ages digging through books, catalogues, or even microfiche. It wasn’t just time-consuming but also limited—you were restricted by what that particular library had on its shelves. Sometimes you’d hit a dead end. But today, it’s a totally different story. With smartphones and high-speed internet, you can get answers to almost any question in seconds, from anywhere. This instant access has not only sped things up but also opened up an unimaginable range of resources to everyone, regardless of where they live. That said, having access to so much information can sometimes feel overwhelming, and it’s easy to get distracted or confused by conflicting sources.

What are the advantages and disadvantages of using the internet to find information?

The advantages are pretty obvious: the internet gives you access to an incredible wealth of knowledge, and you can find information on practically any subject at any time. This has levelled the playing field in many ways—students, professionals, and hobbyists alike can tap into resources that used to be locked away in universities or libraries. Plus, the interactive nature of many sites, like video tutorials or forums, makes learning more engaging. However, the downside is quite significant too. One major problem is misinformation—it’s easy for false or misleading content to spread rapidly, and not everyone has the skills to spot it. Also, the vast amount of information can lead to what’s called “information overload,” where you spend hours sifting through irrelevant or low-quality material. Another issue is those filter bubbles created by algorithms, which show you information that confirms your existing beliefs, limiting your exposure to diverse viewpoints.

Do you think people trust the information they find online? Why or why not?

Trust in online information is definitely a mixed bag nowadays. For everyday stuff like checking the weather, getting directions, or looking up quick facts, most people tend to trust what they find online without much question. But when it comes to more serious topics—like health advice, politics, or breaking news—people have grown more cautious and sceptical. This is largely because of the rise of fake news, biased reporting, and the realisation that anyone can publish content online regardless of their expertise. As a result, people often rely on well-established, credible sources such as major news organisations, academic institutions, or government websites. There’s also a growing awareness about the need to cross-check facts and be critical of what you read, which I think is a positive shift.

What kinds of information are most difficult to find?

I’d say the trickiest information to find falls into two main categories. First, anything proprietary or confidential—like a company’s internal research, trade secrets, or government classified data—is deliberately kept under wraps and usually inaccessible to the public. Then, there’s information that’s really old or hasn’t been digitised yet. For example, very specific local history records, family archives, or obscure documents in small museums or libraries might only be available offline, and often only by contacting the right people or visiting in person. Finally, very recent developments or breaking news can sometimes be hard to verify or find comprehensive details about, simply because the information is still emerging.

How do schools and universities help students learn how to find reliable information?

Schools and universities are putting a lot of effort into helping students become better at finding and judging information. Instead of just telling students where to look, they focus on teaching how to tell if a source is trustworthy. For example, students learn how to use academic databases that contain peer-reviewed articles, rather than just relying on random search results from the internet. Teachers also encourage students to think critically—asking questions like: Who wrote this? Is it up to date? Why was it written? On top of that, students are taught how to cite sources properly, which not only helps them avoid plagiarism but also shows the importance of giving credit and being transparent about where your information comes from. All of this helps students become more independent and responsible researchers, which is a skill they’ll need long after they finish school.

In what ways has technology made searching for information easier?

Oh, in countless ways! I think the biggest change is the incredible efficiency of it all. Search engines, with their sophisticated algorithms, can now understand really complex, natural language questions and instantly pull up the most relevant results from billions of pages. It’s light years away from using keywords only.

Also, it’s not just about text anymore. Technology has made multimedia access much easier. We can now use reverse image search to find the origin of a picture, or even use voice commands to ask a question. This makes the search experience much more fluid and accessible to everyone, regardless of their technical skill.

How can people tell if the information they find is accurate?

Determining accuracy requires a judicious and sceptical mindset. Instead of just accepting what’s on one page, the most effective technique is simply cross-checking or corroboration. People need to quickly ask who the author is and what their vested interest might be; reliable information often comes from recognised academic or reputable organisational sources. Most importantly, one must open up two or three independent sources and see if they report the exact same facts. If a sensational claim is only appearing on one obscure website, you can safely assume it hasn’t been properly verified.

Is it better to search for information yourself or to ask someone else?

That depends entirely on what you’re looking for, but for most general purposes, searching yourself is better. It gives you a broader perspective, you get to see different sides of an issue, and you gain a vital research skill. You’re learning to be autonomous.

However, asking someone else is superior when you need personalised advice or expert insight. I mean, if my car is making a weird noise, I’ll search online for general causes, but I’m going to ask a mechanic for the accurate diagnosis. Asking is great for that niche, experience-based knowledge that hasn’t been written down. Ideally, you do a bit of your own research first, and then you consult an expert to validate or refine what you’ve found.

Alright, that was a solid performance from Joseph! He did a great job overall—not just answering the questions, but building layered, thoughtful responses that show the kind of depth IELTS examiners are looking for in Part 3. Let’s now unpack Joseph’s responses and see what made them so effective.

Let’s start with the first question — how searching for information has changed. Joseph provided a clear comparison between the past and the present. He reflected on how people used to rely on physical libraries and limited sources, whereas now, with high-speed internet and smartphones, the process is instantaneous and far more convenient. What really stood out here was his ability to not only describe the transformation but to point out the emotional experience of it—calling the change “night and day” gives a vivid impression of how dramatic the shift has been. That’s a great example of using natural, idiomatic language to paint a picture. He also didn’t shy away from nuance, acknowledging that while access is easier now, the sheer volume of information can be overwhelming and even confusing when sources contradict one another.

When asked about the advantages and disadvantages of using the internet to find information, Joseph struck a strong balance. He praised the accessibility and diversity of online knowledge, highlighting how it’s empowered people across different backgrounds to learn independently. He also touched on how interactive tools, like video tutorials and online forums, have made learning more engaging. But what made his answer really stand out was how he handled the downside. He brought up serious issues like misinformation and the concept of “information overload,” where people are swamped by so much data that it becomes difficult to process or make decisions. He even mentioned “filter bubbles,” a term used to describe how algorithms tend to show us content that reinforces our own beliefs. This kind of vocabulary shows awareness of how technology influences not just what we learn, but how we think. It’s not just about using big words—it’s about using the right words in the right context, and Joseph did that well.

On the question of whether people trust the information they find online, Joseph gave a well-reasoned response. He pointed out that trust depends on the context. For day-to-day queries like checking the weather or looking up a recipe, people generally trust online sources without hesitation. But for more sensitive topics like health, politics, or breaking news, scepticism kicks in. He tied this to the rise of fake news and the fact that anyone can publish content online. This answer was effective because it acknowledged the real-world behaviour of users and showed an understanding of how people have become more cautious. He also mentioned that people now prefer to rely on sources with a proven reputation, like academic institutions or government websites, and that there’s a growing habit of double-checking facts. That phrase—“growing awareness”—captures a positive societal shift and demonstrates critical thinking, which is a big plus in IELTS Part 3.

The next question focused on the types of information that are hardest to find. Joseph approached this by organising his response into clear categories, which made the answer easy to follow. He mentioned proprietary or confidential data—things like internal company documents or government secrets—which are deliberately kept hidden from public access. Then he talked about old or not-yet-digitised records, such as local history archives or rare documents stored in small museums. He also brought up a third type: information that’s so recent it hasn’t been properly reported yet, like breaking news. This was a smart move because it showed that Joseph wasn’t just thinking in one direction. He gave historical, institutional, and real-time examples—all of which helped demonstrate both range and depth.

When discussing how schools and universities help students find reliable information, Joseph didn’t just talk about where to search—he emphasised the skills students are taught. He mentioned that instead of simply pointing students to resources, educators focus on teaching them how to evaluate credibility. For example, students learn to use academic databases that host peer-reviewed journals, which means the information has been reviewed by experts before being published. He also spoke about the importance of citation and transparency, explaining that learning how to properly credit sources helps students avoid plagiarism and also encourages accountability. This answer worked well because it showcased not only his vocabulary but also his ability to talk about academic processes in an accessible way. It also reflected maturity and awareness of how learning has evolved.

Joseph’s answer to the question about how technology has made searching for information easier was another highlight. He zeroed in on how modern search engines can now understand complex, natural-language questions—so instead of typing keywords, users can just ask a full question and get accurate results. That’s a great example of how technology has become more intuitive. He also brought up multimedia tools like reverse image search and voice commands, which show that searching isn’t limited to just typing anymore. What made this answer particularly strong was that it connected technology with accessibility—not just speed. Joseph explained that these innovations make information easier to access for people of all skill levels, which broadens the usefulness of the technology beyond just convenience.

The question about verifying the accuracy of information gave Joseph another opportunity to showcase his critical thinking. He explained that people should always consider the source of the information—who wrote it, what their purpose might be, and whether they have any vested interest. He also talked about cross-checking facts, which is when you compare multiple independent sources to see if they report the same details. This process is called corroboration, and while Joseph didn’t define the term outright, his explanation showed a clear understanding of how to apply it. What made this answer really strong was that it encouraged a sceptical but constructive approach—don’t believe everything you read, but don’t be paranoid either. Just verify before accepting.

Finally, when asked whether it’s better to search for information yourself or ask someone else, Joseph took a balanced view. He said that for general purposes, doing your own research is better because it allows you to explore different perspectives and develop your own understanding. But he also made a great point that some types of information—particularly practical, experience-based advice—are better obtained by asking an expert. His example about car problems made the point relatable: you might search online to get an idea, but a mechanic will give you the accurate diagnosis. He concluded that the ideal approach is to start with personal research and then consult someone knowledgeable to either confirm or fine-tune your understanding. This combination shows independent thinking and good judgment.

Across all his answers, Joseph demonstrated clear structure, well-developed ideas, and a good range of topic-specific vocabulary that was used naturally and appropriately. His tone was confident but not over-rehearsed, and he often acknowledged both sides of an issue, which is key in Part 3. He didn’t just answer the questions—he showed he could think critically, speak fluently, and organise his thoughts logically.

That’s it for today’s episode of IELTS TIME. I hope Joseph’s answers gave you plenty of useful vocabulary and ideas to help you feel more confident tackling this Part 3 topic. Remember, the key is to practice using these words naturally and to develop your own opinions clearly. Thanks for listening, and I’ll catch you next time—keep speaking, keep improving!