Instructional Technology and the Nature of the Gifted and Talented

Jana Willis (University of Houston – Clear Lake, USA), Douglas J. Steel (University of Houston – Clear Lake, USA) and Vanessa Dodo Seriki (Loyola University Maryland, USA)
Copyright: © 2015 |Pages: 457
EISBN13: 9781466675179|DOI: 10.4018/978-1-4666-6489-0.ch020
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Abstract

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.
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