Cases on Instructional Technology in Gifted and Talented Education

Cases on Instructional Technology in Gifted and Talented Education

Lesia Lennex (Morehead State University, USA) and Kimberely Fletcher Nettleton (Morehead State University, USA)
Release Date: September, 2014|Copyright: © 2015 |Pages: 509
ISBN13: 9781466664890|ISBN10: 1466664894|EISBN13: 9781466664906|DOI: 10.4018/978-1-4666-6489-0

Description

As new classroom resources are developed, educators strive to incorporate digital media advancements into their curriculum to provide an enriched learning experience for students with exceptional intelligence, as well as students in need of supplementary instruction. Though the resources exist, their effective use in the classroom is currently lacking.

Cases on Instructional Technology in Gifted and Talented Education provides educators with real-life examples and research-based directions for the use of digital media resources in classrooms at all academic levels. This reference work will appeal to educators and researchers interested in enriching P-12 classrooms in order to extend student learning and promote effective e-learning in the classroom.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Differentiated Lessons
  • E-Learning
  • Enhanced Learning
  • Heterogeneous Classroom
  • P-12 Classroom
  • Special Needs Students
  • Twice Exceptional Children

Reviews and Testimonials

Cases on Instructional Technology in Gifted and Talented Education is designed to help P-12 educators learn how digital technologies can be inculcated to lesson planning and delivery to maximize effective learning experiences for gifted and talented learners. Each of the twenty chapters examines a variety of uses of technology in various countries and classrooms, with an emphasis on how gifted and talented learners can maximize their potential.

– Dr. Mark P. Ryan, Superintendent, North Valley Military Institute, USA

Editors Lennex and Nettleton present educators with a compendium of contemporary examples and research-based directions regarding the use of digital resources in the education of talented and gifted students from preschool through high school. The contributions that make up the bulk of the text are organized in six parts, covering the definition of giftedness, science and the gifted/talented student, arts and humanities and the gifted/talented student, voices from the schools, teacher training, and teacher education. The editors are both faculty members of Morehead State University, Kentucky.

– ProtoView Book Abstracts (formerly Book News, Inc.)

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Lesia Lennex received her doctorate in Curriculum and Instruction from the University of Tennessee, Knoxville. She is currently an Associate Professor of Education in the Department of Middle and Secondary Education at Morehead State University, Morehead, Kentucky. Dr. Lennex holds degrees in biology, anthropology, and curriculum and instruction. She researches, presents, and publishes in technology issues and integration for P-16 schools, NCATE accreditation Web sites, biology curriculum, and ethnobotany. Dr. Lennex is a former high school science teacher in biology, chemistry, physics, and ecology. In its founding year, she was the Editor-in-Chief of Kentucky Learning Depot, an online learning repository from the Council on Postsecondary Education 2009-2010. Dr. Lennex is the Chair of Information Technology Education SIG for the Society for Information Technology and Teacher Education (SITE) 2008-2014.
Kimberely Fletcher Nettleton has taught at both the middle and elementary school level and loved every minute in the classroom. She was a principal at a K-8 school before becoming an instructor at Morehead State University, where she teaches Classroom Management and Assessment. She is a firm believer in the healing power of chocolate. She is the Director of the Professional Development School at Morehead. She received her BA from the University of Kentucky, an MA in elementary education from Georgetown College, and a second MA in School Administration from Morehead State University. She is finishing her doctoral work in Instructional Design and Technology at the University of Kentucky.

Indices