Introduction The spe of change has ...

Introduction

The spe of change has become a defining characteristic of the information age in which we live. The socioeconomic impact of this shift is global and far-reaching-connecting tribe families, and local communities in of the present day ways, while at the same time increasing the global connectednes of us all.

The first part of the 20th centenary saw a fundamental change with the shift from a predominately agricultural economy to a manufacturing economy. The advent of the PC and the Internet rapidly mov the economy from factories and manufacturing to a predominance of mercantile relations and office work with the information age. These shifts have had enormous impact in succession the nature of everyday life, the economy, and work. still despite these changes, our education schemes remain much the same.

The circulating architecture of education was created at the extremity of the last century, when 90 percent of the population left place of education after the eighth grade and when the industrial revolution began to replace an economy built forward agriculture. One hundred years ago, "the three R's" serv well enough for united to provide for one's family and to be an active citizen. With the rise of manufacturing, in addition to those basic skills, employer contemplateed for workers that could perform undivided task repeatedly and accurately and not to exce the upper or lower limits of industrial specification. Now, 21st hundred businesses seek employees who can vexed question solve, communicate effectively, and engage in ongoing decision-making based upon critical thinking skills and an understanding of compounded systems.

In the information age, knowledge is a differentiator in an increasingly literate society requiring more education and continual learning. The three R's are no longer enough. each citizen today needs access to ongoing and timely education to completely participate in the information age and to realize its potential for removing limitations and creating opportunities.

A Nation at Risk, published in 1983 provok widespread educational reform efforts across the home Twenty years later, the impact of science, technology and globalization have called for calm greater reform. This is especially necessary because of their ubiquitous impact upon society, because employers are facing skills shortages, and because the economy requires a of recent origin set of worker competencies. Employer indicate that technical skills alone are not enough. What are the education requirements for the 21st hundred years citizen? What has changed? What should change? What wants to stay the same?

The call for educational change and a program to address a appoint of 21st century skills is being made by way of educators, policy makers, industry, parents, and learners of all ages. In addition to our corporate programs and efforts, Microsoft has been privileged to participate in national commissions and partnerships to address these compelling questions for the 21st centenary learner. What follows will regard some of the investigations and results of these partnerships: each formed with the goal of keeping learning relevant for learners of all ages by dint of leveraging the tools of our time. Teaching and learning standards from our academic customers and key-note learning from the Microsoft Education Solutions assign places to are also included in this work.

Each period of history is defined by way of both the tools that exist and the ways in which those tools are used. The transition to a modern century gives us pause to define for what reason learning-and perhaps the learner-has changed and what of recent origin tools enable us to bring the best we can furnish to educate our world. This paper will examine the changes in learning, and the environment that best supports learners in providing a fresh vision for living, learning, and working for life.

The 21st hundred years Student-New Needs and New Tools

The profile of what we call a learner is constantly evolving. Once defined from the "school age" of 5 to 24 years antiquated the "traditional" student attended academy full-time. Upon graduation, access to further education became difficult, if not impossible, while assuming responsibilities of work at jobss families, and adult commitments. In the past decade, the PC and the Internet have transformed the access adults have to educational opportunities, making it possible for more individuals than to the end of time to access knowledge and to learn in fresh and different ways.

The Internet has expanded access to information, removing the one and the other the teacher and student's dependencies forward a limited range of information sources. Education is no longer limit by the limits of the teacher, textbook or the hint books in the school library. Rather it is limited and nothing else by the student's interest. These of recent origin learning models enable the teacher to succor as learning facilitator, mentor, and guide in consequence of subjects that do not require observers to spend a prescribed amount of time in a physical classroom. The Internet now brings access to the libraries of the world to distant schools and homes. Technology has accelerated the development and expanded the definition of the "non-traditional" pupil profile.