To Boldly Go: Instructional Technology and Environmental Science

Kimberely Fletcher Nettleton (Morehead State University, USA)
Copyright: © 2015 |Pages: 140
EISBN13: 9781466675032|DOI: 10.4018/978-1-4666-6489-0.ch006
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In an effort to help special needs students in the classroom, many teachers work very hard to differentiate curriculum for their struggling students. According to A Nation Deceived (Colangelo, Assouline, & Gross, 2004), the one group of students in American schools who make little or no yearly progress are the gifted students in the classroom. Enriching the curriculum for gifted students does not appear to be a high priority for teachers (Horne & Shaughnessy, 2013). Increasingly, teachers turn to the computer to provide independent work for students, relegating education to a solitary endeavor. Social skills and collaboration are traits encouraged in many classrooms. Instead of isolating gifted students, technology can be integrated into instructional strategies in order to enrich the curriculum for all students. Enrichment can become an integral part of instruction. Technology can create learning environments that challenge gifted students.
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