Technology and the Gifted: Focus, Facets, and the Future

Abstract

In the transition from the industrial age to the information age, the 21st century has brought with it new challenges for the educational needs of the nation's youth. Information-intensive and technology-driven jobs encompass 60% of America's job market (Jukes, 1997). Over the last decade, over half of the new jobs created in the United States have evolved from new technologies (Jukes). Occupational futurists predict that in the first decade of the 21st century, eight out of every ten jobs will be information-intensive (Jukes; Naisbitt & Aburdene, 1990). The National Science Foundation (1997) estimates that by the year 2010, one-fourth of all new jobs will involve technology. Effective leaders and productive citizens will need to possess both skill and confidence in their abilities to use and manipulate technology and information (Jones, 1990; Jukes; Morgan, 1993).

High Abilities and Information Technologies: The <i>Talento Metrópole</i> Brazilian Program

“…This article argues that technology can promote the development of potentials, since it stimulates cognitive flexibility, at the same time empowering individuals in their learning processes (Nugeni, 2004). When technology learning is integrated into the curriculum of students with high abilities/giftedness, they develop more autonomy in their learning processes, working according to their own rhythm and level of ability, creating innovative and original products, empowering themselves in new leadership parts, researching independently, exploring topics more deeply and broadly, and thinking critically in everyday situations (Nugeni, 2004).…”

El cortometraje como herramienta innovadora para el alumnado con Altas Capacidades en Educación Primaria

“…Por consiguiente, al integrarla en el currículo este alumnado tiene la oportunidad de ser participante activo, crear productos originales e innovadores, activar su aprendizaje, practicar empleando herramientas, investigar, ahondar en temáticas motivadoras y colaborar en la resolución de problemas (Nugent, 2001).…”

From Bits and Bytes to C++ and Web Sites: What is Computer Talent Made of?

“…The largest category of professional literature on computer technology is filled with descriptions of ways that teachers might provide technology-driven learning opportunities in the classroom for intellectually gifted students (Belcastro, 2002;Pyryt, Masharov, & Feng, 1993;Riley & Brown, 1997). Articles of this sort tend to emphasize the educational importance of using computers with gifted students or describe programs that centered on technology use (Morgan, 1993;Nugent, 2001). For example, Jones (1990) described three levels of computer use and suggested that gifted students need to move beyond the first level of "computer as tutor" and the second level of "computer as research/ exploration guide" into the highest level of using a computer as a tool for asking "bigger and better questions."…”