Not too long ago, it was absurd to say that every Tom, Rashid and Baba should have access to the Internet. For what? Now, since 2011, the United Nations considers it a human right, "underscoring its unique and transformative nature not only to enable individuals to exercise their right to freedom of opinion and expression, but also a range of other human rights, and to promote the progress of society as a whole."
And while access to technology is not "the great equalizer," that Ontario Education Minister Liz Sandals proclaims will level the playing field for all students, it does close the digital gap and empowers students from low-income families in learning.
Take, for example, educator Sugata Mitra's experiment in an Indian village. In 2000, this professor of education technology at Newcastle University installed a computer in a wall and documented illiterate, slum children (with zero English) figuring out how to use it, and then actually using it to learn and share knowledge.
Mitra has since designed a learning lab in India, where children can explore and learn from each other — no teachers present — using resources and mentoring from the cloud.
Access to the Internet offers children from all backgrounds opportunities to work together and communicate and do research in areas that interest them. It's a platform for developing personalized education and even individual networks that go beyond a classroom setting, offering possibilities only dreamed of before.
Still, "Back in my day, we used paper and pencil!" is a common reaction to the idea of iPads, tablets or other technologies in the classroom.
Reality is, "back in your day" has vanished into the swirling mists of time.
It's a new era, baby. The times require that students be drivers of their own learning.
