Enable, Enhance, and Transform: How Technology Use Can Improve Gifted Education

Chen, Jingping; Dai, David Yun; Zhou, Yehan

doi:10.1080/02783193.2013.794892

Cited by 27 publications

(21 citation statements)

References 52 publications

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“…While scarce research has been conducted focusing specifically on gifted students’ video game and avatar use, Chen et al (2013) included “online environment for cooperation and collective innovation” in the transformation component of their framework for technology use in gifted education (p. 168). Many teachers currently use blogs, websites, and apps to connect with students and their parents.…”

Section: Avatars and Classroom Engagementmentioning

confidence: 99%

“The Me I Want You to See”: The Use of Video Game Avatars to Explore Identity in Gifted Adolescents

Wood

Szymanski

2020

Gifted Child Today

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Gifted adolescents may identify as “gamers” who create avatars to navigate video games and cell phone apps. Avatars provide a unique venue through which gifted teens can explore the issues of self and identity in a critical time of their development. The purpose of this article is to (a) provide an overview of what avatars are, (b) explain how avatars can be a venue to explore concepts of identity for gifted students, and (c) suggest how educators can utilize the concept of avatars in their classroom activities. We provide questions that educators can use to facilitate dialogue with their gifted adolescents about avatars and identity.

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Section: Avatars and Classroom Engagementmentioning

confidence: 99%

“The Me I Want You to See”: The Use of Video Game Avatars to Explore Identity in Gifted Adolescents

Wood

Szymanski

2020

Gifted Child Today

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“…In the area of technology support of the gifted programs, Chen, Dai, & Zhou (2013) mentioned that there is little research on how exactly the technologies have been adopted to improve the efficiency of managing the gifted education programs or how to improve the functionalities of technology toward better meeting gifted programs'…”

Section: Direction For Future Workmentioning

confidence: 99%

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

Ali¹,

Alrayes²

2019

KSS

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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

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“…Empirical research is specifically lacking in K-12 online gifted education (Corry & Stella, 2012;Housand & Housand, 2012;Picciano et al, 2010) and in regards to the role that technology plays in online learning (KewalRamani et al, 2018). Despite the lack of research in the field, technology is becoming more prevalent in gifted education (Chen et al, 2013).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…With this research, the author is contributing knowledge to the field of online gifted education, a subset of the field of technology in gifted education, which is a field currently lacking research (Housand & Housand, 2012;Periathiruvadi & Rinn, 2012). Specifically, through this study the researcher addresses research needs identified by the enable, enhance, and transform framework (Chen et al, 2013).…”

Section: Scholarly Significancementioning

confidence: 99%

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Impact of Internet Connection on Gifted Students’ Perceptions of Course Quality at an Online High School

Hawthorne

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Online learning is on the rise in K-12 education and, with the lockdowns and social distancing measures implemented as a result of COVID-19, has gained increased prominence. While the demand for online learning is on the rise, many U.S. students lack adequate Internet connectivity to have a successful online learning experience. Connectivity issues, particularly when they impact audio, can cause students to tune out or even drop out of online learning. This is problematic for online schools and course providers who often have no control over the speed of a student’s home Internet connection. Online schools also have to balance student perceptions, which have been linked to their achievement. This mixed methods study examines the role of Internet connectivity on the perceptions of highly gifted students on the quality of their fully online English course on six domains: (a) appeal, (b) challenge, (c) choice, (d) meaningfulness, (e) self-efficacy, and (f) communication. In this study, highly gifted students who attended an online public school (N=19) that utilizes synchronous and asynchronous learning methods reported their perceptions on the six domains of online course quality and also their Internet downloads speed, which were used to divide them into two groups - low and high Internet download speeds. The results of the quantitative survey, a modified version of the Student Perceptions of Classroom Quality (Gentry & Owen, 2004; Gentry & Springer, 2002), were then analyzed based on the two independent groups. No statistically significant difference was found in student perceptions on any of the six domains based on the participant’s Internet download speed. This finding may be limited based on the small sample size available for data analysis in this study. Focus groups supported the findings of the statistical analysis. A total of 12 themes emerged from the focus groups to help explain the students’ perceptions of their online courses. An additional two themes were identified as common technical issues caused by Internet connectivity in online learning and three themes related to troubleshooting technical issues. This study contributes knowledge to the fields of online education, gifted education, impact of student perceptions, and transactional distance in online learning.

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Enable, Enhance, and Transform: How Technology Use Can Improve Gifted Education

Cited by 27 publications

References 52 publications

“The Me I Want You to See”: The Use of Video Game Avatars to Explore Identity in Gifted Adolescents

“The Me I Want You to See”: The Use of Video Game Avatars to Explore Identity in Gifted Adolescents

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

Impact of Internet Connection on Gifted Students’ Perceptions of Course Quality at an Online High School

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