Proceedings of the IFIP TC3 WG3.1/3.5 joint working conference on Information technology : supporting change through teacher education: supporting change through teacher education
Growing up Digital: The Rise of the Net Generation
Growing up Digital: The Rise of the Net Generation
If Only We Knew What We Know: The Transfer of Internal Knowledge and Best Practice
If Only We Knew What We Know: The Transfer of Internal Knowledge and Best Practice
A taxonomy of ICT mediated future thinking skills
Proceedings of the IFIP TC3/WG3.1 International Conference on The Bookmark of the School of the Future: Information and Communication Technologies in Education: The School of the Future
Research methods in computing: what are they, and how should we teach them?
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
The Development of a Grouping System in a Collaborative Learning Environment
Proceedings of the 2006 conference on Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding
Computers in Human Behavior
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Our future society will be different from that we have known in the last fifty years. Futurists foresee that in the near couple decades the world's community will traverse through a period of rapid technological innovations that will change the foundations of society as we used to know it (Tapscott, 1997; Wallace, 1999; Borgmann; 1999). Changes will engulf all aspects of life (Gleick, 1999). These changes will have great impact on society, work, culture and art. People will have to innovate or evaporate (Higgins, 1995). They will have to adapt continuously to never-ending permutations and engage in a never-ending adaptation.It makes sense, therefore, to assume that the graduates of today's schooling will need a different set of cognitive and learning skills reflecting the profound change that they will encounter. This paper traces the basic nature of future society and proposes a relevant taxonomy of future cognitive skills that will provide our students with appropriate tools to succeed in the future. We have used Bloom's taxonomy as a working ground and expanded his categories to reflect the needs of the future. This paper suggests an additional cognitive category to add to our teaching procedures named melioration, which we believe, is not addressed in today's curriculum.