The limits between on-line and “genuine world” networks are quickly decaying, especially for the age of youngsters whose lives are infested by web based life. For this age, internet based life trades are an essential methods for correspondence, social commitment, data chasing, and perhaps, a focal segment of their character and network building. Teacher of psychiatry at UCLA, Dr. Gary Small, proposes these advanced locals—youngsters naturally introduced to a universe of PCs and PDAs, content informing, and tweeting—spend, by and large, over eight hours daily presented to computerized innovation, and may encounter generally unique mental health that favors steady correspondence and performing multiple tasks (Prensky, 2001). Given these real factors, postsecondary teachers should start to genuinely investigate the possibility to purposefully and deliberately saddle the intensity of these progressive changes in innovation use to all the more likely serve the requirements of understudies to improve their prosperity. Determinants of Acquiring Good results in Academics (for all age groups) analysis revealed that out of 7 explanatory variables 5 explanatory variables are significant at different probability levels. The coefficients of independent variables viz., student studying class and number of hours spent in study are significant at 10 percent probability level and also they indicate that increasing class level and number of hours spent in studying increase the performance of academics of children in the study area. Another two coefficients of variables namely number of hours spent in Internet and number of hours spent in Tuition are significant at 5 percent level. It also tells that the hours spent in either tuition or internet impacts positively. The other variable coefficient i.e., parent’s education is significant at 1 percent level. It reveals that parent’s education influence on children academic performance.

In school, infrastructure development is an important aspect that needs to be taken into account. The term infrastructure is comprehensive, and several elements are included in it. These include playgrounds, library facilities, laboratories, computer centers, technology, machinery, tools, equipment, and so forth. The members of the educational institutions need to invest resources to bring about infrastructure improvements. The study aimed to investigate the current status of the availability and utilization of infrastructure in Eklavya Model Residential School. The investigator purposively selected one Eklavya Model Residential School at Rayagada in Odisha. This school provides quality education to merit-based tribal students, especially in tribal areas. The researcher has followed the purposive sampling technique for selecting the key informants of the case. The researcher used the classroom Observation Schedule, Questionnaire, checklist, and interview schedule for data collection. The data was analyzed by applying both quantitative and qualitative techniques, i.e., percentage; thick description. The study revealed that the infrastructure facilities are available as per the guideline of Eklavya Model Residential School.

Digital devices and applications are widely using by the schools . Various committees and commissions have also emphasized to use digital technologies in educational field. Nep 2020, NCTE regulation 2014 has also emphasized on digital literacy and applications of ICT in the teaching learning process. Government of India has launched the various programmes like digital India campaign, e-pathshala, NROER, Swayam, Swayamprava, NDL India etc. For facilitating he use of ICT in education sector. The present study is intended to find out the status and issues of digital literacy of secondary school teachers in Odisha. For conducting the study descriptive survey method was used over 40 secondary school teachers in Odisha whose were selected through purposive sampling technique. Data was collected through a self developed questionnaire and collected by the help of google form and telephonic interview. The collected data were analyzed by using frequency and percentage and accordingly conclusions were drawn. The study found that majority of teachers can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications in their devices. Most of them are aware about computer hardware devices and able to operate those. They are using digital technologies for searching, sharing and collecting data for educational practices. Google meet is popularly used as online teaching application. They suggested to improve the situation by providing in-service training programs, appointing sufficient computer teachers and providing sufficient infrastructure for digital learning.

Development of infrastructure is the basis for quality education, whereas holistic development needs a compilation of social, emotional, economical aspects that can bring change in the existing scenario of school education. ‘Mo School Abhiyan’ in Odisha is an innovative project to boost the school education with the help of contributions from alumni of any school with which they have some emotional attachments. Quality education needs investments which strengthens a society’s wealth and growth, where individuals can improve their own personal efficacy and productivity. In ‘Mo School Abhiyan’, the contributors have the freedom to support the school education by any means they could with ease. This platform is the first one of its own kind and received extensive support from multiple stakeholders for the holistic development of School education in Odisha. This article outlines the concept, genesis, objectives, achievements of the programme, improvements in school education, and responses from stakeholders on the introduction of ‘Mo School Abhiyan’ to the system. The impact of ‘Mo School Abhiyan’ on the school education ecosystem of Odisha is described. At last, it outlines some of the emerging challenges and suggestions to achieve the goals of the project.

Metacognition and Learning styles are significant factors that influence learning. Learners exhibit different learning styles that influence the way they make sense of the learning experiences. Metacognitive strategies are the set of some executive techniques of cognition which are consciously used by learners to achieve a specific learning purpose. The present study has made an attempt to explore the relationship among Learning Styles and Metacognitive Strategies of Teacher Trainees and determine the Learning Styles as positive predictor and contributor for Metacognitive Strategies of Teacher Trainees during their training programme. The data have been collected by using random sampling techniques, through administered the tools, Metacognitive Strategies scale, (self-made) and Learning styles Questionnaire (Developed and standardized by Peter Honey and Alan Mumford (1986) from 120 teacher Trainees from four teacher training Institutions affiliated to different universities of Odisha and recognized by NCTE. The collected data were analyzed using Product moment coefficient of correlation (r) and Regression analysis. The results of the study reveal that metacognitive strategies metacognitive strategies of teacher trainees are positively related with their Activist, Reflector, Theorist, Pragmatist Learning Styles, further, Theorist and Reflector learning styles are the strong predictors and contributors of planning, monitoring and evaluation Metacognitive strategy, and Theorist and Pragmatist learning styles are the strong predictors and contributors of Organizing Metacognitive strategy of teacher trainees of teacher trainees.

The Free and Compulsory education Act 2009 was first enacted on August 29, 2009 after India gained independence. The implementation of this law started from April 1, 2010. This law created a different awareness about education in the country. Section 16 of the Act, Chapter 4, provides that a student should not be kept in a class for more than one year, as well as special attention on ‘continuous comprehensive evaluation‘ and ‘Remedial teaching’. However, this section was misinterpreted and used wrongly. The aim behind this section was to make students capable to achieve the competencies as per the standards in the same academic year with the help of remedial teaching methods. As a result, it has adversely affected the basic learning abilities of the students entering class 9 to 8. Students in class 9 remained raw in the basic abilities. It causes the poor academic performance and increased the drop out rate at the secondary level. As a measure of this, the School Department of the Government of Maharashtra had adopted the paradigm of ‘ Accelerated Learning Education ‘ for the development of basic learning abilities for students in class 9. This paradigm was implemented on an experimental basis in Aarey Colony School. Researcher has come to the conclusion that the study of the effectiveness of this paradigm helped to strengthen the basic learning abilities of the students.

As an emerging technology, Augmented Reality has a huge potential for the educational field. Teacher education is the root of all other professions so the current study was intended to explore the resources available in the teacher education institute and the awareness about augmented reality among the teacher educators and pre-service teachers. The data was collected by two self-developed questionnaires i.e. Resources Availability and Awareness Questionnaire for Pre-Service Teacher & Resources Availability and Awareness Questionnaire for Teacher Educator, the result revealed that the teacher education institutes of Odisha and the TEs & PSTs have adequate resources to use augmented reality in the classroom but the awareness level among them found to be very low.

Academic self-concept is helpful for the students to evaluate their potentialities and bring out the students to be successful in their academic world. This study investigates the impact of self-concept on academic performance of pre-service teacher trainees. For data collection, a sample of 100 pre-service teachers consisting of 50 male and 50 female were selected randomly. Standardized Academic Self-Concept Scale prepared by Liu, Wang and Parkins (2005) was administered to collect data on self-concept. Scores secured by students in their academic examination considered as academic performance. To analyse the data, different descriptive statistical methods like mean, sd, correlation, t-ratio were employed. Analysis showed a negligible positive relationship between academic self-concept and academic performance. The study confirmed that self-concept has no impact on academic performance of pre-service teachers. In addition, findings also revealed no gender difference in academic self-concept among pre-service teacher trainees.

The changing scenario of education is demanding quality in all aspects at all level of learning improving both teachers’ and students’ performance level to an extent so that they can accumulate, adapt and address the global changes directing towards education. Education at secondary level being a transition period of education and an era of addressing new challenges, the quality factor has become essential. Teachers acting as a catalyst to boost the performance of students through training with new knowledge and skills. An attempt has been made through this study to explore about an in-service training programme of Odisha meant for secondary education which aims to improve the learning level of students by training the teachers for each subject. Following a descriptive survey design with a sample of 40 teachers and 5 resource persons involved in the training programme, the study has been undertaken to find out the perception regarding the professional development which is the alternate aim of the programme. Mixed method approach has been followed to analyse the data collected through a questionnaire and an interview schedule. The study found a positive response towards the programme in the aspect of professional development but some constraints like lack of time, improper planning and supervision are found creating hinderance in the success of the programme. Further studies in a comparative approach with other innovative programme as well as evaluative study on the programme from all participants’ perspective are recommended.

In the pandemic situation, students of all stages of education are facing number of problems to get education through online mode. If we talk about the teacher training institutes, the main purpose is to develop certain competencies among student- teachers to become good teachers through practical situation. Providing practical platform is impossible in this uncertain situation. Hence, to minimize the effect of this pandemic, online teaching learning process is continuing in every institution. But, sudden shift of teaching-learning process arises many questions in the mind of investigators such as how fare this online learning helpful for enhancing knowledge and skills among the student-teachers, what will be the opinion of students-teachers towards this teaching environment etc. To search the above curiosities the present study is conducted. For analyzing the opinion of student-teachers, total 150 student-teachers randomly selected from teacher training institutes of Odisha. The finding of the study revealed that student-teachers have favorable opinion towards online teaching during COVID-19 and there is no difference between the opinion of male and female student-teachers towards online teaching. Regarding the problems faced by students during online teaching are technical issues during online class such as connection issue, audio quality, video clarity etc., they are not able to afford a smart phone and its maintenance; and sometime they face health issues like eye pain, headache, fatigue etc. The study also suggested that teacher educators should try to minimize the issues face by students to access online teaching and should organize technology friendly program where the educators teach them how to use effectively online learning platform along with how to access e-material for their study.

Social network is an online community that brings people with common interests, activities, experience. It is a forum for sharing news, photos, videos and events. It provides information about people and their social links. Elison (2007) defined social network sites as public web-based services that allow users to develop a personal profile, identify other users with whom they have a connection, read and react to posting made by other users on the site, and send or receive messages either privately or publicly. With the change in time, there has been a paradigm shift in the field of technology. Technology has become the substantial medium of interaction in the social world today. In the last few years, the web has evolved from a unidirectional information transfer tool to a bidirectional information sharing, interactive and participatory centre. The development of Web 2.0 leads to the emergence and proliferation of social media. Increased broadband availability, improvements of software tools and development of more powerful computers and mobile devices have been the important factors for the rapid growth of social media. In the present time, social media influences how we live, how we work, and now more than ever, how we learn. The present study has explored the use of social media in teaching and learning process during school internship programme. For the present study qualitative research approach was followed to collect data by using a self-constructed interview schedule. In this study, face-to-face mode of interview between the researcher and the sample or participants was employed. Population for the study is two years B.Ed. final year students of RIE, Bhubaneswar, from which 24 students were purposively selected as sample for the study. The participants comprised of 12 students from B.Ed. science and 12 students from B.Ed. arts, from which six were male and six were females in both cases. It was found that, almost all the participant answered about Facebook, Whatsapp, Twitter, YouTube, Instagram, Google Scholar, We Chat, Line, Skype, Wikipedia, Blogs, LinkedIn, Google plus and Flickr. Participants used YouTube, Wikipedia, Blogs, Google plus, Google Scholar for teaching and learning processes. Social media enhanced the teaching learning process up to a great extent like receiving and sending information, using as an engagement tool, improving collaboration with peers, teachers and improving linkage with outside world as revealed from their views. Social media helps in providing a better learning environment and platform to students to learn more easily in better and smoother way. The paper lists educational implications based upon findings.

The Covid-19 situation has significantly disrupted normal activities globally. During this pandemic, people around the world are facing many mental health problems. Particularly excessive use of internet may become a serious problem among teens. The aim of this study was to study the impact of internet addiction on academic achievement of postgraduate final year students studying in govt college, Sundargarh during Covid-19. The study also focuses on the gender difference, correlation between internet addiction and academic achievement and level of internet addiction of Postgraduate final year students. For collection of data, a sample of 48 final year postgraduate students consisting of 24 male and 24 female were selected purposively. Standardized Internet Addiction Test (IAT) developed by Young was administered for their responses and CGPA scores for the previous semester were collected and analysed using both inferential and descriptive statistics like mean, SD, correlation, percentage and t-test. The results of this study indicated that internet addiction has negative impact on academic achievement of postgraduate final year students. Results also shows that there is no significant difference in internet addiction of postgraduate final year students in relation to their gender and correlation between internet addiction and academic achievement of postgraduate final year students is weakest negative correlation.

The world is growing with a faster pace in the 21st century due to rapid development of science and technology. It has brought a paradigm shift to the lifestyle and social processes as a whole. Changing scenario has brought more challenges to live in. Preparing students to live and face the world in the 21st century is challenging and daunting. Acquisition of different skills and knowledge as well as interdisciplinary approach towards the world are needed to the students to keep in pace with world. The present study draws and reviews on the policies with specific reference with National Curriculum Framework 2005 (NCF 2005) and National Education Policy (NEP 2020) to explore the role of Science Education in development of 21st Century Learning Skills which have been recommended with the intent to prepare the learners to face the challenging world. Transforming the 21st century education is an attempt to change the world and face the upcoming challenges posed by the world. This dynamic recommendations made by both the policies, if integrated and implemented properly with the same intent and spirit, it can do wonders. And education can be the powerful weapon which can be used to change the world and face the world as well.