scholarly journals The Role of Technology in Gifted and Talented Education: A Review of Descriptive and Empirical Research

2019 ◽  
Author(s):  
Hayat Ali ◽  
Amal Alrayes
Keyword(s):  
Best Practices ◽  
Empirical Research ◽  
Gifted And Talented ◽  
Technology Use ◽  
Vital Role ◽  
Future Research ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Use Of Technology ◽  
Talented Students

Nowadays, we cannot exclude the use of technology from the technology-driven generation as the deployment of Information Technology become a necessity factor toward a successful process; especially in education due to its vital role in enhancing the students’ knowledge and skills development. One type of students that technology plays a major role in their development is gifted and talented students who have unique learning needs that are often overlooked in the traditional education setting. This research aims to explore the progress of technology use in gifted and talented education through reviewing and highlighting the best practices and research in this area based on both descriptive and empirical research. The review will include different areas of gifted programming such as learning and development, assessment, curriculum and learning environments. For this purpose, the online database is employed to extract the research done in the field between years 2010 to 2018. The contribution of this research resides in its exposure to the best practices of integrating technology in gifted and talented education through which teachers and practitioners can be encouraged to adopt them into their contexts. It also provides the researchers with intensive review of technology adoption for gifted and talented education with some suggestions for future research where they can focus their research on. Keywords: technology, gifted, talented, education, online

scholarly journals Australian Gifted and Talented Education: An Analysis of Government Policies

2021 ◽  
Vol 46 (8) ◽  
pp. 70-95
Author(s):  
Jennifer Jolly ◽  
◽  
Jennifer Robins ◽  
◽  
Keyword(s):  
Education Policy ◽  
Gifted And Talented ◽  
Empirical Literature ◽  
Learning Needs ◽  
Education Policies ◽  
High Performing ◽  
Gifted And Talented Education ◽  
Guidance Documents ◽  
Talented Students ◽  
Opportunity Gaps

Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education’s gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K–Grade 12 Gifted Education Programming Standards. Although not developed for the Australian context, they provide a common index from which to gauge alignment. Results indicated an uneven approach in both policy and guidance and this imbalance exposes opportunity gaps to address the specific learning needs of this student population.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

Integrating Technology Into Models of Response Behavior

2017 ◽  
Vol 10 (4) ◽  
pp. 680-687
Author(s):  
Dev K. Dalal ◽  
Jason G. Randall
Keyword(s):  
Best Practices ◽  
Conceptual Models ◽  
Future Research ◽  
Technological Innovations ◽  
Response Behavior ◽  
Psychological Variables ◽  
Disadvantaged Communities ◽  
Use Of Technology ◽  
Fast Pace ◽  
And Behavior

Morelli, Potosky, Arthur, and Tippins (2017) are correct in calling for more conceptual models explicitly linking technology to industrial-organizational (I-O) psychology. As these authors note, in the absence of models and theories of technology to guide the research and practice of I-O psychology, the field runs the risk of chasing the impacts of specific technological innovations and devices rather than guiding organizations on best practices regarding the use of technology. Building theories and models that directly involve technology and placing them within individual psychological and larger organizational processes provides researchers with a way to stay ahead of the fast pace of technological innovation and anticipate its effects on measurement and prediction. Moreover, there are aspects to the use of technology that I-O psychologists are uniquely qualified to consider, including legal considerations (e.g., accessibility concerns), ethical questions (e.g., access in disadvantaged communities), practical concerns (e.g., user and target reactions), and measurement issues (e.g., construct irrelevant variance). In this commentary, we present two main points of consideration that demonstrate how I-O psychologists might use and create technology to improve assessment. First, we argue that technology can improve the measurement of psychological variables if we critically consider how technology can positively influence various parts of response behavior. Additionally, we encourage future research to consider the effects of technology in I-O psychology more comprehensively by extending the emphasis on psychological processes beyond cognition and behavior to include affect and motivation.

scholarly journals A Tale of Two Pandemic Semesters: Examining the Longitudinal Impact of COVID-19 on Student Online Learning and Behaviors

2021 ◽  
Vol 2 (3) ◽  
pp. 145-153
Author(s):  
Michael C. Budden ◽  
Connie B. Budden ◽  
David C. Wyld
Keyword(s):  
Online Learning ◽  
Technology Use ◽  
The State ◽  
Future Research ◽  
Longitudinal Impact ◽  
Digital Learning ◽  
Online Technologies ◽  
Use Of Technology ◽  
Look Ahead ◽  
The Impact

In the Spring of 2020, colleges and universities around the world joined primary and secondary education providers and businesses of all types in moving to an online, socially distant environment. Seen as necessary to stem the relentless spread of COVID-19, a deadly contagion, the move dramatically impacted lives, livelihoods and social connections. In the Spring 2020 Semester, six weeks after the State of Louisiana issued a “stay at home” order, resulting in a move to 100% distance delivery of coursework, students at a public university in the state were surveyed for this research project as to the impact of the pandemic on their use of technology, social media, and online learning. Likewise, seven months later, at the end of the Fall 2020 Semester, students at the same university were again surveyed as to the impact of the move to using online technologies for everything from learning to shopping, communications, entertainment and more. Findings related to the use of technology and the impact of digital learning among respondents were investigated and compared between the groups to determine changes in online technology use for learning and more over time during this critical period during the coronavirus pandemic. The article concludes with a look ahead and an examination of areas for future research.

scholarly journals Giftedness as a framework of inclusive education

2021 ◽  
pp. 026142942110491
Author(s):  
C. Owen Lo ◽  
Rachel C. Lin-Yang ◽  
Megan Chrostowski
Keyword(s):  
Inclusive Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
First Language ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Self Actualization ◽  
Self Knowledge ◽  
Special Learning Needs ◽  
Education Discourse

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.

Historical Overview of Adult Gifted Education in the United States

2016 ◽  
pp. 1-10
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Philosophy and Psychology as Influences on Gifted and Talented Education in the 21st Century Education

2020 ◽  
pp. 20-42
Author(s):  
Britt Tatman Ferguson ◽  
Maximilian G. F. Napier
Keyword(s):  
21St Century ◽  
Gifted And Talented ◽  
Instructional Decisions ◽  
Technology In Education ◽  
Review Of Literature ◽  
21St Century Education ◽  
Gifted And Talented Education ◽  
Purpose Of Education ◽  
Teacher's Beliefs ◽  
Talented Students

The purpose of this chapter is to clarify varying beliefs of those within (and those commenting on) education. A review of literature on educational philosophy and educational psychology is followed by an analysis of what these various beliefs mean for those working with gifted and talented students, how these beliefs relate to technology, and the role technology can play to optimize gifted and talented students' education. The focus is on the teacher's beliefs about the truth and purpose of education and about how students learn these beliefs will influence instructional decisions and determine the value of technology in education.

Educational Policies Influencing State Response to Gifted and Talented Education Between 1977 and 1980

1983 ◽  
Vol 6 (2) ◽  
pp. 120-132
Author(s):  
Pamela Fine Miller ◽  
Tom Ward
Keyword(s):  
Gifted And Talented ◽  
The United States ◽  
Educational Policies ◽  
State Response ◽  
Gifted And Talented Education ◽  
Definition Of ◽  
Talented Students ◽  
State Educational ◽  
State Expenditures ◽  
State Plan

Several educational policies and state characteristics have been cited in the literature as having a beneficial influence upon state response to gifted and talented education. These include: 1. state mandated programs for gifted and talented students. 2. state certification of teachers of gifted and talented students. 3. state plan for gifted and talented education. 4. state statutes governing the administration of gifted and talented programs. 5. state educational agency personnel assigned to gifted and talented education. 6. state utilization of Title IV-C funding for gifted and talented programs. 7. administration of gifted and talented programs through special education. 8. state definition of giftedness and talent. 9. level of state expenditures for gifted and talented education. This study sought to ascertain the influence of these selected educational policies and state characteristics on the level of state services provided gifted and talented students and state expenditures provided to support such services observed across the states between 1977 and 1980. Results of this investigation revealed that educational policy, per se, has had little influence upon the level of state services provided gifted and talented students across the United States. However, the selected set of educational policies exerted a moderate influence upon the level of state expenditures for gifted and talented education observed across states between 1977 and 1980. Finally, it was observed that states have become more homogeneous in their response to policy in the area of gifted and talented education over time.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

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