Differentiation 2.0

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Creating Our World

A partnership between the Morehead State University Art Education Program and the Lake County Alternative School (LCAS) (pseudonyms are used for the school name and county where the school is located) was established in Fall 2011. This ongoing collaboration provides opportunities for Art Education students to teach art and work with at-risk middle and high school students. It also allows LCAS students, who otherwise have no coursework in art, the opportunity to work creatively with visual art media. In addition, Art Education students work toward meeting the Kentucky State Teacher Education field experience hour requirement of 200 contact hours in schools prior to clinical practice. LCAS students apply this art experience toward earning humanities credit.

Showcasing the Creative Talents in Science of the Academically Less-Inclined Students through a Values-Driven Toy Storytelling Project

It has been mentioned that gifted students may not necessarily just be the ones who have high IQ and perform consistently well in their examinations but also those who are able to showcase their creative talents through content and skills gained in their academic subjects. This chapter highlights how a class of academically less-inclined students in Singapore has been able to showcase their creative talents in science and other subjects through a values-driven toy storytelling project that serves a community need. Results from this study show that the project has provided an avenue for the students' creative talents in science and other subjects to be recognized by members of the community. The positive recognition through the students' work instilled a sense of pride and self-worthiness amongst them.

Instructional Technology and the Nature of the Gifted and Talented

This collective case study explores the use and impact of instructional technology on fourth grade Gifted and Talented (GT) students' engagement and motivation to learn. Through this exploration, the authors were able to modify their use of instructional technology to suit the needs of the heterogeneous group of GT learners. Although the level of use, purpose for use, and how students used the instructional technology varied between the courses, this case reveals that the heterogeneous nature of the GT students necessitated a flexible approach to instruction and use of IT in order to maintain high levels of engagement and motivation. While these findings are not novel, they add to the discourse regarding teachers' perceptions of GT students and how those perceptions inform instructional practices. This chapter intends to stimulate critical self-reflection regarding perceptions of GT students and the impact those perceptions have on instructional practices.

Integrating Educational Robotics to Enhance Learning for Gifted and Talented Students

Using educational robotics as a learning tool fosters gifted and talented students' learning, helping to instill the qualities necessary for them to be successful 21st century citizens and innovators who can profoundly affect the future US economy. Educational robotics provides a stimulating hands-on learning environment in which students constantly encounter problems that trigger inquiries, inspiring them to develop new solutions, test them out using the physical robots, and reiterate the process until they successfully solve the problems. Although educational robotics is considered “the most perfect instructional approach currently available” (Gura, 2013, para. 2), just bringing the tool into a classroom does not necessarily create the learning transformation that we wish to witness. The chapter presents the theories behind ideal Robotics in Education (RiE) approaches, introducing tips to ensure effective student learning and to maximize the potential of able students to display giftedness.

School Activities with New Dot Code Handling Multimedia

The authors use a new communication aid in conducting many activities at preschools, special needs schools, and general schools. They use dot codes printed on paper and linked with multimedia such as voices, sounds, movies, Web pages, html files, and PowerPoint files. More than one audio file can be linked with a single dot code, and other multimedia files can be further linked to the same dot code in addition to the audios. Just touching the dot code with sound pens (Speaking Pen and G-Talk) can produce the original voices and sounds clearly. If a G1-Scanner pen is connected to a tablet or a personal computer, the multimedia can be replayed on its screen. This chapter reports recent advancements in software used to create handmade teaching materials as well as several case studies from preschools, special needs schools, and general schools.

Motivational Video for State Testing

The following vignette describes a way to use different types of technology with gifted students. The students' grades ranged from three through six in a school district. Gifted students used a variety of skills—leadership, creativity, performing arts, and technology—to develop a motivational video. The video was designed to be used to generate excitement for upcoming state assessment. The building administrator suggested the project, and the gifted students were engaged in almost all stages of production. From development to the final production, the students were engaged. Students used iPhones, iMovie, and a MAC computer to develop their product and produced a video to motivate fellow students.

Culturally Relevant Applications of Digital Audio Workstations in the Heterogeneous GT Classroom

The purpose of this chapter is to discuss, explain, and share how the author has used culturally relevant instructional methods (i.e., hip-hop pedagogy) and Digital Audio Workstations (DAWs) in K-12 classroom environments to impact learning motivation and learner achievement from 2005 to 2012. Emphasis is placed on the elements of hip-hop culture (i.e., rapping, graffiti art, beat making, and break dancing) combined with DAWs to impact learning motivation and learner achievement in the heterogeneous Gifted and Talented (GT) classroom. Recommended hardware and software is discussed. Examples include audio interfaces, cables and microphones required, recommended audio recording software, and classroom environment preparations. Photographs and illustrations are included to make the chapter applicable to practitioners in classroom environments and educational researchers.

From Student to Author

Students develop and compose a long narrative story each November in a challenge called the National Novel Writing Month Young Writers Program (NaNoWriMo YWP). In Fall 2011, 16 gifted fourth and fifth graders participated through their twice-weekly pull-out gifted programming. Through use of a three-phase program implementation, NaNoWriMo YWP resources and online community, dynamic technology tools, and extended blocks of uninterrupted writing time, these students engaged in advanced writing instruction and practices in order to meet/surpass a personal narrative writing goal. Each of the participating gifted students met the school's learning objectives by identifying and applying advanced writing skills and improving knowledge and application of a personal goal-setting process. This chapter outlines the program's alignment with best practices in gifted education, the program implementation's educational goals/objectives, the specific strategies and practices used in implementing the program, the outcomes to student learning, and recommendations for gifted educators.

VoiceThread and iPad Apps Supporting Biological Change Concept

Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.