Chapter 1: ICT Utilization in developing 21st

Century Skills: Collaboration and

Communication
Information and Communication Technology (ICT) plays a crucial role in
developing 21st-century skills, which are essential for individuals to thrive in the
modern, knowledge-based economy. These skills go beyond traditional academic
knowledge and focus on abilities that enable individuals to navigate a rapidly changing
and technologically advanced world. Fundamentally, the 21st century skills are those
that employers and the community in general see as valuable for people to contribute
economically and socially, as leaders or as active participants, and as entrepreneurs in
society.

Definitely, there are some ways in which ICT contributes to the development of 21st-
century skills:

1. Communication and Collaboration:

o Online Collaboration Tools: ICT tools such as video conferencing,
collaborative documents, and project management platforms enable
individuals to work together irrespective of geographical locations,
fostering teamwork and communication skills.
o Social Media and Networking: Platforms for online communication
promote the development of effective communication skills in various
digital formats.

Collaboration and communication skills are crucial in today's interconnected and

technology-driven world. Technology plays a pivotal role in enhancing and facilitating
these skills, enabling individuals and teams to work together effectively, regardless of
geographical locations. Here are some key aspects of collaboration and communication
through technology:

1. Virtual Collaboration Platforms:

o Tools like Slack, Microsoft Teams, and Zoom provide platforms for real-
time communication, file sharing, and video conferencing.
o Collaborative document editing tools such as Google Workspace or
Microsoft 365 enable multiple users to work on the same document
simultaneously, fostering teamwork.
2. Project Management Software:
o Platforms like Asana, Trello, or Jira facilitate project planning, task
assignment, and progress tracking. They promote transparency and keep
everyone on the same page.
 3. Email and Messaging:
o Email remains a primary mode of communication, but it has evolved with
features such as threaded conversations, shared inboxes, and integration
with other collaboration tools.
4. Social Media and Networking:
o Professional networking sites like LinkedIn and social media platforms
provide spaces for collaboration, knowledge sharing, and connecting with
industry peers.
5. Cloud Storage and File Sharing:
o Cloud services like Dropbox, Google Drive, and OneDrive enable
seamless sharing and collaboration on documents, ensuring that everyone
has access to the latest version.
6. Virtual Meetings and Webinars:
o Video conferencing tools have become essential for virtual meetings,
webinars, and online presentations. They help recreate face-to-face
interactions, fostering a sense of connection among remote team
members.
7. Collaborative Whiteboarding:
o Tools like Miro or Microsoft Whiteboard allow teams to brainstorm and
collaborate visually, even when working remotely.
8. Feedback and Communication Platforms:
o Platforms like Slack or Microsoft Teams often integrate with apps that
allow for quick feedback, polls, and surveys, promoting continuous
improvement and open communication.
9. Time Zone Management:
o When teams are spread across different time zones, scheduling tools like
World Time Buddy help in finding suitable meeting times and managing
schedules efficiently.
10. Security and Privacy Considerations:
o It's crucial to be mindful of security and privacy concerns when using
technology for collaboration. End-to-end encryption, secure file sharing,
and access controls help protect sensitive information.
11. Training and Onboarding:
o Technology aids in virtual onboarding and training sessions, ensuring that
new team members can quickly integrate into existing workflows.
12. Adaptability and Learning:
o Given the rapid evolution of technology, individuals must be adaptable and
continuously learn new tools and platforms to stay effective in a tech-
driven collaborative environment.

Technology serves as an enabler for collaboration and communication, breaking

down geographical barriers and fostering effective teamwork. However, it's essential to
balance the use of technology with the development of interpersonal skills to ensure a
well-rounded approach to collaboration. The effective utilization of ICT in education is
instrumental in developing 21st-century skills by providing a dynamic and interactive
learning environment that prepares individuals for the challenges and opportunities of
the modern world. Educational institutions and individuals alike need to embrace and
integrate ICT into the learning process to ensure the acquisition of these essential skills.

The Gradual Release of Responsibility (GRR)

Pedagogical Framework
GRR is a structured pedagogical framework that, as the name suggests,
gradually moves the responsibility for learning from the teacher to the student. There
are four distinct phases in GRR:

1. Focused lesson: the skill or process to be taught is explicitly modelled by the

teacher, with students passively observing.

2. Guided instruction: students attempt the skill or process modelled in the first stage,
one step at a time, with teacher support or guidance, rather than modelling.

 The first two phases are generally the easy part of GRR for teachers,
because they control the classroom activity entirely, and students do not need
to be highly engaged for success. It is enough that students are motivated by
the desire to avoid negative consequences (detention, parental contact and
so on) for them to succeed at learning activities at this stage, if the activity is
within their capacity. Strategies such as learning intentions and success
criteria will not generally be helpful for students as they are simply mimicking
what their teacher is showing them. Philip Schlechty describes this level of
engagement as ritual compliance.

3. Collaborative learning: students continue to improve their skills at their own pace,
but work collaboratively with their peers rather than the teacher.

 In this phase, teachers start to let go of control of classroom activity, and set
differentiated goals and tasks for their students. Working collaboratively is a
key element of this phase. This is not something that students do well at
naturally, so teaching students how to work together to achieve common
goals becomes an important role for the teacher. Phase three requires
students to be more engaged in their work, as they are under less direct
teacher supervision. As students start to take ownership of their own learning,
learning intentions and success criteria also start to become important
elements of teaching at this phase. Flipping can be a useful technique in this
phase to allow more classroom time for collaboration and peer coaching.
 Philip Schlechty describes the level of engagement required for success in
this phase as strategic compliance.

4. Independent tasks: students apply their learning in new situations.

 Phase four is the point in learning where teachers invite students to apply
their knowledge and skills in new situations that are authentic and involve
real-world problem solving. It is in this phase that students have the first real
opportunity to choose an application for their new skills that are of personal
interest to themselves, with guidance or advice from their teacher.
 For success in this phase, students need to show the full characteristics of
engagement as described by Schlechty; that is, both high commitment and
high attention to the task at hand. Students must be intrinsically motivated, so
it is important that the teacher does not arbitrarily assign a task, but involves
the students in identifying a task to work towards that is seen to be authentic
for the students. That is, learning intentions and success criteria must be co-
constructed. Problem-based learning, or project-based learning (PBL) can be
a good a teaching technique that meets these requirements.

What is a Learning Plan?

A learning plan is a comprehensive, customizable, multi-day plan for instruction
and assessment. Today's teachers need to differentiate instruction and connect it to
learning outcomes. The learning plan does that by building students' reading, listening,
speaking and writing skills. It includes multiple opportunities for differentiation, including
selecting essential questions, readings, and instructional strategies and assessments-all
organized within a framework based on backward design.

A Learning Plan is a useful tool to plan and manage Learning Goals as they
relate to achieving work objectives and/or competency development. It serves as a
roadmap to guide individuals or groups through the process of learning, typically with
specific goals and objectives in mind.

How do I develop a Learning Plan?

Developing a Learning Plan requires that you:
1. Identify a Learning Goal, the Competency (core or general) to be developed or work
objective to achieved;
2. Identify the learning experience needed to develop that ability; and
3. Identify the support required to develop and apply that ability.
Note: A learning experience does not have to be a formal training course. Although
formal training program can provide considerable value, there are many other
opportunities for fostering learning.

Key components of a learning plan may include:

1. Goals and Objectives:

Clearly defined outcomes that the learner aims to achieve. These are specific,
measurable, achievable, relevant, and time-bound (SMART) goals.
2. Learning Activities:
A list of activities and resources that will be used to achieve the learning goals.
This may include reading materials, think pair share, or hands-on experiences.

Sample Learning Plan

Objectives:
1.
2.
3.
ICT Tools in Mathematics that develops Learning Activity that you can apply
collaborative and communication skills

A learning plan is a structured document or outline that outlines a person's or an

organization's approach to acquiring new knowledge and skills. It serves as a roadmap
to guide individuals or groups through the process of learning, typically with specific
goals and objectives in mind. Learning plans can be applied in various contexts,
including education, professional development, and personal growth.

Key components of a learning plan may include:

3. Goals and Objectives: Clearly defined outcomes that the learner aims to
achieve. These are specific, measurable, achievable, relevant, and time-bound
(SMART) goals.
4. Learning Activities: A list of activities and resources that will be used to achieve
the learning goals. This may include reading materials, online courses,
workshops, mentorship, or hands-on experiences.
5. Timeline: A schedule or timeline indicating when different learning activities will
be undertaken. This helps in managing time effectively and staying on track.
 6. Assessment and Evaluation: Methods for assessing progress and evaluating
the attainment of learning goals. This could involve quizzes, exams, projects, or
other forms of evaluation.
7. Resources and Support: Identification of the resources needed to support the
learning process, such as books, online platforms, mentors, or support from
colleagues.
8. Reflection and Adjustment: A mechanism for reflecting on the learning process
and making adjustments to the plan as needed. This could involve regular self-
assessment or feedback from mentors and peers.

Learning plans can be created for various purposes, including academic studies,
professional development in the workplace, or personal development. They are valuable
tools for staying organized, focused, and accountable in the pursuit of learning
objectives.