One Laptop for All         

Education is constantly evolving, driven by rapid technological advancements that are reshaping the learning experience. In this era of progress, there are only two choices: adapt and thrive or risk being left behind. Today, technology plays a central role in education, from teaching methods to examinations, with computer-based systems becoming the norm. However, Indonesia faces a significant technology gap, particularly in educational facilities. Many schools struggle to provide computers for their students, not every pupil has access to one, and communication networks remain unevenly distributed across the country. This disparity is evident in Kei Besar Selatan, where I live and teach, highlighting the pressing need for more equitable access to technological resources in education.

That's an important point—technology is no longer just a tool in education; it's becoming a necessary skill in itself. Students must learn to operate computers not only for their studies but also to succeed in computer-based exams. Yet, the irony is clear—not every student has access to a computer, creating a gap in readiness.

Determined not to let the lack of resources hinder learning, I took the initiative to gather my students at my home and set aside time for them to learn computers—despite having only one available. Was this a reason to stop? Absolutely not! After school, I guided them through computer lessons, fostering a commitment to ‘One Laptop for All.’ We formed study groups of two to three students, meeting two to three times a week, each taking turns at the keyboard. They practiced operating a computer and typing their daily experiences, showing incredible enthusiasm despite the challenges. Their persistence paid off—at last, they were able to confidently use a computer for the Computer-Based National Assessment.

Even with this small initiative, I have seen remarkable growth in my students—they are becoming more technologically literate, adapting to the digital world with confidence. Limited learning facilities are not an obstacle to progress, but rather an opportunity to innovate. Hopefully, this experience will inspire education advocates to support and expand access to essential learning resources, ensuring that no student is left behind in the technological era. ***