2. What % of today's curriculum and classroom time fosters fourth generation thinking skills? Change it? Why?

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Answers:
I think that the percentage of today's curriculum and classroom time which fosters fourth generation thinking skills depends on the teacher, the school system, and the resources available. Because each generation of thinking effects the other ones, all classrooms do some degree of fourth generation thinking skills. Some teachers do not feel comfortable with using a great deal of the new technology that is available, so their class may do only about 10% of their classroom is devoted to fourth generation. However, other teachers may incorporate as much as 50% to the fourth generation. I believe that all classrooms should foster these skills at least 25% of the time if not more. Technology has continued to improve and grow rapidly. I think that it is important for students to be able to be exposed to technology because it is a major part of the world right now and will contiune to expand as time goes on. To do this, I believe that schools systems should make available as much technology that they can for teachers to use. I know that this is difficult sometimes because technology can be expensive. However, I feel that it is important to give our students access to technology in order to prepare them for the world after they graduate from school.
Lauren R.
To talk about the percentage of today’s curriculum and classroom time that fosters fourth generation thinking skills, I believe it is important to realize that fourth generation thinking incorporates the presiding generations of thinking. What good would an electronic computer be if one did not have the verbal language and communication of the second generation or the writing and written technologies from the third generation? The fourth generation of thinking does compete with other communication networks such as printing, telephone, radio, and television networks, but it still relies on the ability for a human being to communicate which is essentially the second generation of thinking. In 1975, the first word processor became available, but without the writing technologies of the third generation, what purpose would one have with a word processor? Overall, I feel that 40% of today’s curriculum and classroom time fosters fourth generation thinking skills. Should it change? It most definitely should. Why is it not a higher percentage? The sad reality is that most schools lack the funding to purchase the resources to keep up with the fast evolving technology world. Idealistic, yes, it would be wonderful to have a data projector, ELMO projector, or a laptop in every student’s hands. However, schools are limited on money and they simply do not have the purchasing power to meet these demands. But with the technology that is available, I do believe teachers are making a conscious effort to foster fourth generation thinking skills.
I think that a large portion of today’s curriculum fosters generation thinking skills. The NSCOS objectives changes every few years to add additional information that kids need to know at an earlier age. Therefore, they are constantly being challenged to learn new and higher material. However, I do believe that there are some teachers who simply do the minimum required and therefore do not challenge the children to their full potential. I believe that we as teachers should constantly strive to foster generation thinking skills because thinking is a told that children need to be successful in all aspects of life. I can’t help but think of how integrating technology within our classrooms would foster an enormous amount of generation thinking skills. The children would be constantly learning new skills that could be applied within almost every aspect of their lives. Finally, I believe that as technology moves forward we will be able to see a rise in the generation thinking skills of our students.
This is a very good question but it is difficult to answer. I think of my great-great grandparents, whom I never knew, and what percentage of knowledge I have gained just from them. The only thing I can truly say they have passed on is my faith in Christ. I went to a family reunion a couple years ago and learned that my ancestors left Russia during the revolution not only for economic reasons but for the spiritual as well. They have passed on this faith throughout the generations so that the fourth (myself, siblings, and cousins) are committed believers as well. They were simple farmers and were not very well educated but what they passed on to me is what I consider to be more powerful than a degree or my own skewed way of thinking.

Some may disagree completely with what I am about to say but that's fine. I'm not easily offended. I don't think it makes sense to link a generational inheritance to thinking skills in education. Really, I believe that generational thinking is firmly based on family values and what is passed on through the generations will be the fruit of this principle. My family, even though they were farmers, liked to read and they passed on this value to me. Thinking skills can really only be taught to an individual so I think that four generations from now, a random 5-year-old will have to start from square one in a thinking-based society. We can't just say that since we think like some genius that their obviously going to think the same way we are and then some. It's really hard to judge because the human brain is so complex and each person different in their own way. So, I guess I'm trying to say that I think that today's curriculum and classroom time with foster 0% of our fouth generation's thinking skills because by then the curriculum will be different because of our ever-changing society and the students will have to go on without us there to model our own thinking. Hence, they are stuck with the values and beliefs that we consider vital to our own family. Anyways, do what you will with this response and if I'm all wrong you can tell me and I'll think it over.:-)
From what I have seen in my observations there hasn't been a lot of time spent on fourth generation thinking skills. Students may have a computer class once a week but then they don't use a lot of fourth generation thinking skills the rest of the week. I think a lot of teachers don't have access to a lot of technology for the whole class or they are not comfortable using new technology. I do think that gradually more time will be spent on fourth generation thinking skills. I think there will be more teachers who are more comfortable using modern technology and will incorporate that into their classrooms.
I believe that probably lesson than 50% of today's curriculum and classroom time fosters fourth generation thinking skills. Students are not taught to think for themselves anymore or dig deeper and problem solve to find solutions, instead they are taught to recall fact and information whose only real purpose is to be regurgitated for testing purposes. We most definitly should change this percentage for the sake of our children and our future as a power well educated nation.
Fourth generation thinking skills involve computers and electronic devices. In today's world, there is not much a person can do without using these machines. However, many average classrooms do not have enough access to these technologies to consistently teach the curriculum with them. Therefore, I would say a low percentage of today's curriculum fosters fourth generation thinking skills. I think it should be changed because as I said, you cannot survive in today's world without exposure to technology. We need to know how to use it and to incorporate it with our everyday lives because it will only become more advanced and more necessary.
I think that the percentage of today's curriculum and classroom time which fosters fourth generation thinking skills really depends on the teacher and the school that he/she works in. In my opinion, if the teacher is say a few years younger then most of the other teachers then the chances that they have worked at a higher level of computing is greater because they have probably grown up in a more "4th generationalized" world. The school system that the teacher works in is also depended upon because the school determines what kind of resources are available to the teacher and the student in the classroom. I believe that all classrooms should foster these skills at least 35% of the time if not more because technology is rapidly implementing itself more and more into our world. I believe that we may need even more technology in our classrooms in order for students to function in the every day world. It is important for students to know and understand how technology works in real life.
I believe that the percentage of today's curriculum and classroom time fosters fourth generation thinking skills is probably around 30-40% It varies though from classroom to classroom and district to district and even state to state. There are also differnt percentages varing between countries. I believe this is somewhat changing because technology has advanced more than in previous years. Also, if WCU education program is simliar to others, more technology is being introduced and used in the classrooms. I think that in order to keep up with the fourth generation thinking skills this percentage should continue to increase.
With regards to the percentage of today's curriculum and classroom time that fosters fourth generation thinking skills, I found no clear cut answer. However, the text did state, "Today, in this fourth generation of thinking tools, it is difficult to find any area of human creativity in which the computer is not used to support both the process of creation and its display or communication." With this in mind, it would seem that nearly 100% of curriculum is driven by these thinking skills. Most every classroom in the U.S. has at least one computer and frequently more, not to mention computer lab resources. Also, classrooms generally use some type of digital media or technology support with the use of the internet, cameras, projectors, lap tops, smart boards, and databases. The shift from third generation skills was to meet the growing needs of the population in an advanced society. Of course to change generational thinking, widespread progress must occur that effects each individual. There are of course negatives and positives to every human advancement. For those who do not have a computer, access to the internet, are disadvantaged, or illerate, the sources, skills, and resources at the individual's disposal shrink drastically. However, these advancements have also allowed for the instantaneous sharing of information across the globe. For us not to teach our students these fundamental tools would be to handicap them in a world that is changing faster than we can keep up with it.
Because our world is ever revolving, I think there is a pretty decent amount that fosters fourth generation thinking skills. However I do think that a lot of our public schools lack the funds and the knowledge to buy and use the new technology that is available to us. I know in my school right now that they have to check out t.v.'s because there is not enough of them for the whole school to have one. (Over the summer they recently just got wired for cable!) I think there needs to be a push to exploit the new technologies in the classroom and use it to better teach our students. I do think there is a time to use technology and a time where pencil and paper is more beneficial. I would say around 85% of schools try and foster the new technology but every school and district is different and offers different things to their students.
About half of today's curriculum and classroom time fosters fourth generation thinking skills, but that percentage continues to increase as new technologies continue to be developed and used by students and teachers alike. This change is not a bad thing, as fourth generation thinking uses technology to build on earlier generations of thinking, so the percent should be increased as new methods are developed to allow the human mind and the way we think to continue to develop and evolve as well.
I feel that this really depends on the teacher, what he or she knows and what resources that they have available. I have done internships at some schools where they only use technology in about 15% of thier curriculum where other schools they use it roughly in about 50% of thier curriculum. I think it is our job as future teachers to stay on the ball with what is new today in technology. Fourth generation thinking skills should be and is part of the classroom today. Students need to know how to think, what to use and how to use it. It many be a scary and difficult thing to learn about but I feel as though it is part of our job to incorperate it into our future classrooms.

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