A comprehensive plan for differentiating the training of teachers of the gifted online at the state, district and university levels in Florida, USA

Abstract

The training of teachers for a meaningful use of all that contemporary technology offers to developing curriculum requires constant vigilance, experimentation, innovation, revision and updating. The lifestyle of today's gifted students includes a range of ever-unfolding technologies, such as text messaging, blogging, social networking, personal webpages, video pods, streamed television, online textbooks, online knowledge base, web searching, presentation tools, desktop publishing, graphics infused in word processing, simulations and complex gaming. At the same time, the technology literacy of most teachers is in 'catch-up mode' with constant retraining about how to provide curricula that includes webquests, virtual field trips, virtual passports, interactive maps (Google Earth) and webliography (TrackStar), presented in diverse formats.

Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

“…However, Giles and Hargeaves (2006) suggest that a lack of teacher buy-in and community support, participation attrition, standardization pressure, and changes in regulations regarding TPD are threats to the effective implementation and growth of oTPD. Notwithstanding these potential drawbacks, scholars continue to espouse the benefits of oTPD and its increasing value (Eriksson, Weber, et al, 2012; Little & Housand, 2011). Thus, new models of oTPD, such as the one developed in this article, must be designed to promote teacher pedagogical change and examined for effectiveness.…”

“…Additionally, Little and Housand (2011) advise that change occurs as a result of teachers “trying something out” and observing the effects on their own students. Also, Eriksson, Weber, et al (2012) state that gifted education TPD should include open-ended assignments that allow teachers to make direct connections to classroom applications. To encourage a change in teachers’ practice, the Model uses knowledge-gap-filling assignments that require teachers to choose local context issues.…”

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

“…Berge’s (1995) instructor roles model of online instruction defined the pedagogical, managerial, technical, and social roles needed for online learning and pedagogy. Additionally, TPD and oTPD research from literature reviews and empirical studies suggest that specific elements of learning design (Dettmer, 1986; Eriksson et al, 2012; Hull et al, 2000; Kaplan, 1986; Little & Housand, 2011; Siegle, 2002; Smith-Westberry & Job, 1986; VanTassel-Baska, 1986) may be supported by Berge’s (1995) theory. Because the results of the current study suggest that many of the PACKaGE model’s instructional learning design elements are appropriate for gifted education oTPD, the theoretical connection between Berge and gifted education researchers’ best practices forms a solid foundation on which teachers seeking gifted education PD can rely and future designers may build.…”

“…Finally, the low percentage of to a great extent and to a very great extent responses to the online group project element suggests that the assignment should be modified. In a perfect world, this element should create a solid opportunity for learning within the online environment since collaborative projects were strongly proposed by researchers for online gifted education TPD (Eriksson et al, 2012; Hull et al, 2000; Little & Housand, 2011; Siegle, 2002). Perhaps teachers did not enjoy relying on other teachers to complete online tasks.…”

“…Connections From Berge's Model to Edinger's Model and oTPD/TPD Literature Support. Berge's (1995) instructors roles model oTPD/TPD elements implemented in Edinger's (2017) PACKaGE model of oTPD for gifted education Gifted education oTPD/TPD element literature source Pedagogical Asynchronous discussion board Hull et al (2000); Siegle (2002) Collaborative teacher product Hull et al (2000); Little and Housand (2011); Siegle (2002) Individual teacher product Eriksson et al (2012); Smith-Westberry and Job (1986) Discussion board activity Hull et al (2000); Siegle (2011) Provocative readings and discussion board questions Hull et al (2000); Siegle (2011) Article review assignments Siegle (2011) Video and websites Dettmer (1986) Connected to a Library Online/offline teacher requirements, time to adapt Siegle (2002) Social Friendly, social aspects in discussion board, collaborative group projects Dettmer (1986); Kaplan (1986); Little and Housand (2011); Siegle, 2002 elements after they experience them within oTPD via the PACKaGE model.…”