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== = = = __**Rajiv Gandhi Navodaya Vidyalaya **__ = = __**Dehradun - Uttarakhand, **__ = = __**INDIA **__ = //**Use of 21st Century Skills/Tools in Education **//No doubt, our country has an eminent and remarkable history in the field of education since ancient times and also known as " **VISHVA GURU BHARAT** ". Since ancient times our educational technology has been enriched with eminent features and no doubt we adopted changes in our educational skills and teaching learning process according to time and necessity. Once again, here we have entered the 21st century and in this age of technology there is need to divert the potentials of teachers from traditional teaching to adopt 21st century skills and tools in their classroom practices. Information and Communication Technology (ICT) is universally acknowledged as an important catalyst for social transformation and national progress. Two terms have been becoming very common today - '21st century skills' and '21st century tools'. Generally we understand the meaning of 'ICT in Education' by the use of computers, internet and other interactive technology tools meant specially for educational purposes. So far the use of ICT in Education is concerned, we have been using it since the invention and use of Radio, Television, Telephone etc. But in recent times there has been a rapid progress in the field of technology and these tools have been introduced as as 21st century tools.So far the concept of Education is concerned, in the duration of time we have many changes in our educational technology. In recent times, the concepts of educational strategies to enhance our ‘student centered’ classroom practices are known as 21st century skills in education. Really, there is necessity to make an entire change in the practices adopted by teachers to teach in the classrooms.

Background of Use of ICT in Education In India:
Our country recognized the importance of ICT in education first in 1984-85 when the Computer Literacy And Studies in Schools (CLASS) was initially introduced as a pilot project project. 12,000 computers were received and distributed to Secondary and Senior Secondary Schools through State governments. During the 8th five year plan (1993-98) this scheme was widened to provide financial grants to institutions and 2598 schools were covered under the CLASS scheme. In addition, 2371 schools were covered with new hardware services. NIC was identified as the nodal agency for finalizing the contract of supply of hardware. The use and supply of software was limited and coverage was confined to Sr. Secondary Schools and students of class XI and XII had to undergo a Computer Course Module. Our Prime Minister constituted National Task Force on Information Technology and Software Development (IT Task Force) in July 1998. This Task Force has made specific recommendations on introduction of IT in the education sector as given under: The 'ICT in Schools' scheme is a window of opportunity to the learners in the schools of India to bridge this digital divide. In more recent times under SSA (Sarva Shiksha Abhiyan), RMSA (Rashtriya Madhyamik Shiksha Abhiyan) and ICT Plan for education **we have to make a difference among different countries of the world in the field of education to preserve our cultural heritage.**
 * Vidyarthi Computer Scheme, Shikshak Computer Scheme and School Computer Scheme was introduced.
 * Computers and Internet shall be made accessible to schools.
 * SMART schools shall be started on a pilot demonstrative basis in each state. In these schools emphasis is not only on Information Technology in Schools but also on the use of skills and values.
 * The report recommended provision of computer systems to all educational Institutions upto Higher Secondary/Secondary Schools.

AIM of Education:
Today in this age of competition schools as well as parents have over-burdened the children with books and curriculum. We have overlooked the meaning of education -'All around development of a child to make him a good citizen' -. Previously we used this term as to make a student a good citizen of the country but in more recent times under the concept of globalization, we have to make him a good citizen of the world community and educate him so that he may take up efforts for the betterment of mankind.

**Teacher - A Guide & Student - A Leader:**
There are clear instructions for teachers and principals in our 'NCF 2005' to provide an enjoyable environment for every student in school and class. In a classroom teacher should not dominate but let the students do so. Thus teacher would be able to know the necessity of students as where they are lacking some information and which kind of potentials of different students needs some improvement. If a teacher does so, he would find the students waiting for him in his period and not for the period to be over. This is possible only if a teacher acts as a guide in the classroom and provides opportunity for students to lead.

To reduce the burden of books and merely bookish knowledge, 21st century skills/tools are being used in education which sets a child free to develop his potentials under the guidance of a teacher and parents as well. Along with 21st century skills 21st century tools of technology are being used to provide a student with unlimited options to access information and also to compare his own work and knowledge and evaluate his progress himself. "An Introduction by Daniel Maly, Senior Education Program Manager, Microsoft Corporation in the Book '101 Ideas For Innovative Teachers' Commissioned by Microsoft Hungary" //**"Dear Educator, Technology has the potential to remove barriers for students and educators all over the world. Powerful software and the Internet are changing our access to knowledge. Innovative ways to teach and learn are redefining the classroom experience. And there are new expectations for students: beyond basic skills, they need proficiency in collaboration, communication, and information management - all21st century skills -, and access to the learning tools that put these skills within reach. The goal of the Partners in Learning program is to empower schools to enhance student learning through teacher development and leadership. Together with our partners, the Education team at Microsoft would like to thank you for your dedication to your students and life-long learning. We hope this book will help you make a difference, and help all students realize their full potential."**//

**Main Characteristics of 21st Century Skills in Education:**
21st Century Tools: Creating a blog and registering with the learning community, Building a community of learners and sharing knowledge through comments, Tagging information, Creating wikis to store and share information, Creating digital stories, Using video resources, Sharing information through Skype & Exploring Mobile Technology etc. are some of the technology tools which plays a prominent role in the field of education (Teaching & Learning).
 * Child centered Education.
 * Learning by Doing.
 * Application of knowledge occurs along the experience and information gained by students.
 * Beneficial for every kind of child (Multiple Intelligence).
 * Students learn with interest.
 * Students try to solve problems and meet challenges themselves. They become satisfied with their own work and success.
 * Students learn from one another and almost every child remains interactive in the class.
 * Students find opportunity to develop their particular potentials and also some more which they find in other students.

**Main Characteristics of 21st Century Tools:**

 * Information is accessible by every student at any time.
 * Make learning process smoother as students can find solutions with in minutes by sharing information through ICT tools.
 * ICT tools make content interesting and easy to understand for every kind of child (Multiple Intelligence).
 * Students can see and compare their own progress with others and become aware of their weaknesses. Thus ICT tools stimulate them to adopt skills of the brighter students.
 * They can share their knowledge and experience with students and teachers far from them.

Constructive Pedagogy:
Constructive Pedagogy is a generic term. It is not a method but an approach based on the assumption that knowledge is developed (constructed) by the individual by actively participating in the cognitive process. This process of thinking also requires the student to co-operate with others. A simplified and and structured curriculum cannot provide the student with this experience but realistic situation can. The source of information is not books and teachers any more; it is real life. Students have a chance to seek solutions to real problems in life like situations in a variety of ways with different techniques in groups. Constructive pedagogy requires special learning conditions in which students are allowed to cooperate with and provide help to each other. They can use a range of tools and information sources to solve their problems and reach their goals. Several pedagogical methods and learning techniques (like problem focused and project based learning) can be applied in classrooms where PCs are available. Classrooms equipped with computers are much more suitable than traditional ones even if there are not enough computers for every student. Under properly organized learning and working conditions one or two computers are enough to induce a cooperative cognitive process.

Frontal Class work:
Mostly teacher discloses new concepts or presents new material to pupils. These lessons provide few opportunities to involve students. Besides, keeping the attention of the class for 40-45 minutes is also a difficult task for the teacher. The teacher is the source of information and students as receptacles. Communication is usually verbal and one-way, aiming to provide and receive information. Teaching - learning interactions are very few in numbers.

Independent Work:
In this case the work can be done independently in pairs, or in groups. Tasks are not tailored to the needs of the individuals, everyone does the same task. Differences in the personalities and abilities of the students are not taken into consideration in the choice of tasks.

Differentiation in the Class:
Frontal work does not give the teacher a chance to take into consideration the differences between individual students.

**//Sources of differences between students ://**
=Forming Groups of Students:= In the latter case it might be useful to assign roles to ensure that each member is involved in the work according to their own ability. This type of group work justifies the theory that students can learn from each other most effectively.
 * Differences in background knowledge - Family background (vocabulary, set of values, knowledge)
 * Differences in Cognitive capacity:
 * Preception (What can be taught to a student with any disability, e.g. blindness or impaired hearing)
 * Attention span
 * Memory
 * Thinking and language - 7 types of intelligence
 * 1) Language - Verbal
 * 2) Logical - Mathematical
 * 3) Visual
 * 4) Motor/Kinetic
 * 5) Musical
 * 6) Interpersonal
 * 7) Intrapersonal
 * Students with different characters have a different:
 * Style of learning
 * Motivation
 * Attitude
 * Interests
 * Dominance of the cerebral hemisphere
 * Gender
 * Ethnic Background
 * Teacher can divide students in different groups in two ways as:-**
 * **Homogeneously** : In a homogeneously organized group, in the given subject, students are almost on the same level as far as their abilities and interests are concerned. During pair work students with similar abilities carry out a task cooperatively.
 * **Heterogeneously** : In a heterogeneously organized group differences are more emphatic among students' interests and abilities in the given subject. During pair work, one student has weaker abilities than the other. The student with the better abilities acts as a 'teacher' (teaching while learning).

Roles with in a Group:
Effective cooperation is based on the equal division of labour and mutual responsibility. This can be achieved by assigning individual group members certain roles/tasks. On the one hand it reinforces the existing social skills. On the other hand it creates and improves further ones. Since the students can not be expected to be able to organize group work independently in the beginning. It is useful that the roles (Work divided) are assigned by the teacher. This way teacher saves time on the one hand, on the other hand he/she ensures that each child is assigned a job that is the most suitable for his/her abilities. However, students should get a chance to try themselves out in new roles as well. (E.g. The student who usually assumes a leading position must learn to show respect and co-operate when someone else is in charge, while shy students should try speaking out in public.) Although the particular roles are not so important for students in the upper grades, still it may be useful to assign subject-specific roles to develop responsibilities. =**Size of Groups:**= The smallest group must consist of at least 3 members because a smaller number would mean pair work or individual work. Ideally, a group has 4 members, as this way each member can have their own sub-tasks. The group can easily be divided into pairs.Groups with more than 6 members are very difficult to manage, therefore some of the pupils may choose not to get involved in the work, or even disturb the others. =**The ways of Forming Groups:**= A group may be formed randomly, according to the students' personal choice, or consciously arranged by the teacher. Obviously, the latter enables us to best reach our didactic goals, since this is where all the conditions are provided for a successful co-operation. =The Advantages of Group Work := Well-organized group work profoundly influences the personalities and scale of values of the pupils :
 * //Assigning tasks and responsibilities in a group may have a double effect://**
 * Ability and knowledge
 * Personal sympathy
 * Balance of genders
 * Ethnics
 * Thinking together
 * Ability to adjust
 * co-operation
 * Argumentation/persuasion
 * Respect to others, tolerance of different opinions
 * The experience of belonging to group.

**I'm heartily obliged to collect information from:**
 * ** Scheme of Information And Communication Technology (ICT) @ Schools, Govt. of India MHRD, Development of Secondary & Higher Education, New Delhi. **
 * ** '101 Ideas for Innovative Teachers' Commissioned by Microsoft Hungry. **