Technology and Gifted Students

1. Technology and Gifted Students Evelyn Wassel, Ed.D. Schuylkill IU29 PETE & C 2014

2. http://bit.ly/PETEGifted14

3. Curriculum and Instruction Planning • DI to • Equip students with 21st Century skills • Inquiry • Problem-solving skills • Critical thinking • Self-regulating skills • Scaffold learning • Periathiruvadi, S. & Rinn, A.N.,Technology I Gifted Education: A Review of Best Practices and Empirical Research. JRTE, 45:2, 153-169.

4. Math Curriculum • Facilitate open-ended problem-solving to think critically • Graphing calculators • Emulator programs • On-line plotting programs • Digital drawing tools

5. Science Curriculum • Digital cameras and palm-held computers to work through stations to learn about environment • Need prior training • Improve inquiry skills and scaffold

6. Social Studies Curriculum • e-Publishing for creating student-authored books in elementary • All students showed improvement in assessment • Gifted students showed most gains • Note-taking • Cut & paste from Internet sites • Students were selective

7. Hypermedia learning environment • PBL • Positive attitudes • Equal performance • Self-regulation strategies • Nonsequential manner to meet personal goals for learning • High levels of SRL strategies • Summarized • Coordinated info

8. Programming Options • Acceleration, enrichment, individualized learning • Independent study, mentoring, internships, OL courses • Fostered HOTS, social skills • Students looked for F-2-F • Individual  engagement and challenge • Textbooks and Internet

9. Effective Learning Environments • Learner centered • Independence • Innovation • Grouping options • Flexible

10. OnLine • Desire to learn more • Unavailability of F-2-F • Set own pace • Get ahead • AP credit • Extra coursework • Advanced, challenging, self-paced • Missed social aspects • Wanted textbooks • Increase in AP scores

11. Blended Learning… “…allows gifted students to seek their own level; they can move at their own pace without hitting the glass ceiling that often exists in traditional public schools” ElfiSanderson NorthwesternUniversity

12. How Can Technology Help the Gifted Student? • Meet academic needs • Serve social and emotional needs • Increase engagement • Experts • Research at achievement level • Multimedia options for presentation • Cooperative learning • Connect to others with same interests

13. Enrichment Clusters • Multigradeinvestigative groups based on constructivist learning methodology • Organized around major disciplines, interdisciplinary themes, or cross-disciplinary topics. • Grouped across grade levels by interests and focused toward the production of real-world products or services • Modeled after the ways in which knowledge utilization, thinking skills, and interpersonal relations took place in the real world

14. Enrichment 2.0 • Inquiry-based learning model where students select a topic, are grouped to work on the topic, and prepare an authentic product or service. • Allows students who are not physically in the same space to collaborate in an area of interest.

15. Enrichment 2.0

16. Tools of the 21st Century • Wikis • Social bookmarking • Aggregators • Podcasts • Collaborative documents • Blogs

17. Wikis • Wiki, the Hawaiian word for quick, is an easy-to-edit Web page that does not require programming knowledge • The “home” for Enrichment 2.0. • Teacher sets up a wiki for each enrichment cluster. Links to all other files, sources of information, and tools are placed on the main wiki page so that all students can access the information. • Most wiki sites keep a chronological history for every page, so nothing is lost forever and revisions can always be undone.

18. Social Bookmarking • Students use social bookmarking such as del.icio.us (http://del.icio.us) to keep track of Internet sites with relevant information and share it with their classmates. • When a student locates an Internet site with relevant information, he or she can create an online bookmark of the site that other students can then refer to. https://delicious.com/stanshum

19. Del.icio.us

20. Google Custom Search engine Custom Search Engines – a Good Fit for your Library • Vertical search – focus your users on what matters most • Choose exactly which Web sites or pages your CSE searches across • CSE tool makes it easy to create your own search engine • Embed your CSE in Web pages or simply link to them. http://www.google.com/coop/cse/

21. Google Custom Search Engine

22. Google Custom Search Engine

23. Google Custom Search Engine

24. Google Custom Search Engine

25. Motivate Them!!! • They often display a questioning attitude and seek information for its own sake as much as for its usefulness.  • They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude. 

26. Kahn Academy Kahn Academy

29. What Interests Them? • Their interests are both wildly eclectic and intensely focused.  • They like to learn new things, are willing to examine the unusual, and are highly inquisitive.  • They may read a great deal on their own, preferring books and magazines written for children older than they are.

30. Web Poster Wizard WebPoster Wizard

31. Example Poster

32. Web Poster Wizard • Use the following information when creating your poster. Type values exactly as shown. • Class Name: PETEGifted • Teacher's name: Dr. Wassel • Class code: 237282

33. Communication • Gifted children often read widely, quickly, and intensely and have large vocabularies.  • They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.  • They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others' statements. 

34. Meeting Burner

36. Problem Solving • They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.  • They are flexible thinkers, able to use many different alternatives and approaches to problem solving. • They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic idea, situation, or problems.  • They are willing to entertain complexity and seem to thrive on problem solving. 

37. SCRATCH

38. ITSI-SU http://concord.org/projects/itsi

39. SAS Website

40. http://itsisu.portal.concord.org/activities/45.jnlp?teacher_mode=truehttp://itsisu.portal.concord.org/activities/45.jnlp?teacher_mode=true

41. Jog the Web • JOG THE WEB is a web-based tool that allows anyone to create a synchronous guide to a series of web sites. • Its step by step approach of taking viewers through web sites allowing the author to annotate and ask guiding questions for each page is unique. • http://www.jogtheweb.com/run/eqyMZJemBlcT/Concord-Resources#1

42. EdHeads

43. Memory • Memory—Retains and retrieves information.  • Already knows something that is assumed to be new knowledge. • Needs few repetitions for mastery. • Has a wealth of information about school and/or non-school topics. • Pays attention to details. • Manipulates information. 

44. Free Rice

45. Inquiry • They often display a questioning attitude and seek information for its own sake as much as for its usefulness.  • They can readily construct hypotheses or "what if" questions. 

46. Nobel Prize Educational Productions http://www.nobelprize.org/educational/

47. http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.htmlhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

48. BIOINTERACTIVE • Free resources for science teachers and students, including animations, short films, and apps. http://www.hhmi.org/biointeractive

50. Insight • They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.  • They are good guessers. • Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas.