One device per student
In 2010, Apple released the first iPad, promising an education-friendly device that could replace textbooks. Around the same time, Google Chromebooks (2011) offered a low-cost alternative, making one-to-one computing programs realistic for schools across the globe.
These devices transformed learning spaces. Suddenly, every student had a portal to the digital world. Lessons became multimedia-rich, interactive, and portable. Assignments could be distributed, submitted, and graded instantly. Accessibility features like text-to-speech, magnification, and translation supported learners in new ways.
Back in the 1990s, I was working on a project for a sub-$100 computer that students could use. These internet-connected devices solved this problem. While the price point is still a bit higher than I anticipated, they do what I had wanted back then.
What tablets and Chromebooks delivered:
* Personalized learning platforms at scale.
* Greater inclusivity for diverse learning needs.
* Learning beyond the classroom, anytime, anywhere.
But here’s the gap:
Screens also changed the social fabric of classrooms. Screens also brought distractions into the classroom. Teachers had to compete with games, messaging, and endless tabs. Device management became a new layer of complexity. And despite progress, equity issues persisted: some students had brand-new devices, others worked on outdated hand-me-downs or lacked internet access at home. The gap widens more.
*š The lesson? Access is not the same as engagement. Equal access is even in question.*
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