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Abstract
Technology is the only tools which we will advance in Education in face 21 centuries and use
technology learning can shape students mind indicating experience through searching and
researching information and uses the applications and software are in the classroom well.
Educational Technology is working with instruction and observation through research and
findings which can help for gifted and talented Childs /students especially. Teachers in the
classroom should engage students in cognitive talk rather than the descriptive system. The
theories of the cognitive research can help to meet successful needs for students who need extra
assistance for development of their talent. The identification of intelligence can established extra
ordinary learning pattern with technological tools for talent children allow them for betterment of
their necessity. With increasing awareness about integrating technology used in different areas of
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Introduction
Assistive technology is effective tools to create a natural classroom for example, while an
inclusion student with a cognitive disability is in the classroom, the teacher can instruct while the
student sits at a computer equipped with the assistive technology needed of him her to be
successful in the days lesson. Such students need to receive specialized educational
interventions to meet their learning needs and help them reach their full potential. They require
greater instrumental intensity or higher levels of autonomy (Russi, 2004) than other students
since, their degree of motivation influence their level of productivity (Colangelo and Davis,
2003). This is a common scenario for many teachers in todays schools. Among the many diverse
challenges being faced by the general education teacher, one challenge is particularly perplexing.
How does one address both the special needs of students with extraordinary academic ability?
(Wallace, 2005) And the needs of those students who are not as advanced? Unfortunately, the
harsh reality of overcrowding and budget cuts makes it increasingly difficult to meet the
educational needs of every student. Teacher-centered instruction, or teaching the same curricula
to all students, is no longer a viable solution (Rapp, 2005) Teachers of gifted and talented need to
be creative to effectively develop or modify programs and curricula for their students (Rajskind,
2000). It is important to prepare teachers to not only use technology but also to integrate it into
Teachers, administrators, and researchers alike are seeking ways to utilize technology to enhance
teaching and learning. Technology planning teams are being created, financial resources are
being sought to purchase resources, and implementation models are critically examined
(Buckley, 1995; Collis and Moonen, 1994; Musco, 1995; Newman, 1992). Curriculum
compacting is an instructional technique used for modifying the regular curriculum to meet the
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needs of high-ability students by carefully assessing the work they already know and substituting
or streamlining it for more challenging content through curriculum enrichment (Reis, Burns and
Information technology has become a common instructional method used with gifted and
talented learners (Kalchman and Case, 1999; Wallace, 2005; Wasserman, 2001). It can be used to
enhance and replace existing delivery methods and to improve education for the gifted student
(McKinnon and Nolan, 1999). Todays students have grown up with mobile phones, computers,
and MP3 players (Sheffield, 2007), and highly important that their education keeps up with their
interests and advancements in technology. The purpose of this article is to evaluate the empirical
research related to use of technology with gifted learners and their teachers. This will-will
contribute to the technology literature but put into perspective the research articles in this area
using the different strands in national gifted programming standards (National Association for
Gifted children (NAGC), 2010: learning and development, assessment, curriculum planning and
According to the Technological Pedagogical content knowledge theory by Koehler and Mishra
(2005), the use of technology influences the teaching of content. The interaction between the
characteristics of technology and the structure of the content directs examples used in teaching
content (Bielefeldt, 2012; Koehler and Mishra, 2005). Also, a teachers knowledge of the content
area directs the technologies selected and the pedagogy used. Finally, since the teachers
understand of technology, content, and pedagogy interact, the teachers expertise with pedagogy
also will dictate the use of technology and the content being taught (Angeli and Valanides, 2009).
Thus, according to Koehler and Mishras (2005) technological pedagogical content knowledge
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theory, it is the overlap between knowing the content, knowing appropriate pedagogy, and
knowing ways that technology can use that the most powerful teaching occurs.
Review of literature
Building on a childs natural abilities, a part of the learners developmental process involves
being exposed to a number catalyst. These include the elements in a childs life which can shape
the emergence of the development of their innate abilities. With the intervention of interpersonal
and environmental catalyst, a gifted student may enhance and enrich their natural aptitudes to
acquire systematically developed skills, or talent. Therefore, it can be assumed that Gagne (1992)
views giftedness as being natural ability or potential, and talent as the product of intervention, or
Technology Environment
tools to process information deeply and extend thinking (Kozma, 1987). Research aimed at
(Brungardt and Zollman, 1995; Henessey et al., 1995), on the development of specific programs
or technologies (Linn, 1997; Roth, Woszczyna, and Smith, 1995), on the development of specific
curriculum tools (Gordin, Polman, and sea, 1994; Scardamalia and Bereiter, 1996), on the
academic achievement of students (Lazarowitz and Huppert, 1993; Lewis, Stern, and Linn,
19930, on student attitudes toward computers (Boone and Edson, 1994; Shashaani, 1994), and on
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Creating virtual learning environment
learning materials on the Internet (Wilson, 1996). Virtual learning environment may be used to
develop cultural experiences in the visual, creative, and performing arts; visit all types of
museums, industries, governmental agencies, and institutions; expose students to different ideas
through prominent and controversial persons; and provide advanced study in the content areas
that include research activities (Belcastro, 2005). They can be exciting learning approach for
students because of the unlimited amount of information that is available online. Instant
Teachers do not embrace technology just because it exists, but because it is user-friendly,
flexible, engaging, useful, and results-oriented (Baule, 2007). For some teachers, technology is
blended seamlessly with their instruction (Clausen, 2007), but for others, many aspects of
planning and organizations make technology enhancements problematic (Garcia and Rose,
2007). Whether a teacher chooses to use technology or not, the teacher had control over the use
of technology in school and related to school work for students (Kimball, 2001, Ritshaupt,
computer program called Space Race to assess strategic thinking of gifted elementary students.
For cognitive disabilities, Kurzweil 3000 is text scanning software that allows for the type-
written text to be scanned into the computer and read aloud. It offers many benefits to enhance
reading fluency, such as voice options, highlighting options, dictionaries, a thesaurus, and a
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syllable break down. This software is approved by the state of Maryland for accommodating
students on state testing where IEPs may require a student to have a verbatim reading. Calero,
Garcia-Martin, Jimenez, Kazen, and Araque (2007) studies self-regulation efficiency of gifted
students using a computer-based task, self-regulation and concentration test. Teachers may want
to enhance learning concepts from the unit using online learning games (West water and Wolfe,
2000). Teachers can find games titled Math Bingo and Wacky Wordplay at Education Worlds
Online Game Archives or subject area action games at about.com. Online learning games can be
used to reinforce concepts in the multicultural unit. The JASON project is a curricula supplement
which enhances students with hands-on explorations and experiments. It is best for students in
grades 4-9, and it benefited becoming members of a virtual research community, multimedia
expeditions, broadcasts, and video, and JASON also offers online professional development
opportunities. Online assessments were effective for gifted high school students when Cope and
Suppes (2002) examined the use of computer-based assessments with those enrolled in online
courses. Such assessments allowed the instructions to analyze how many their students took to
complete their assessments, and whenever a student spent more time on a section, they could
analyze the data and help the student to understand difficult concepts.
Assessment Rubric
Teachers can find rubrics online to help assess the learning objectives developed for the unit.
When using a rubric, both the student and the teachers should understand and agree how projects
(see http://rubistar.4teachers.org); it will find Variety of subjects will help the further assess the
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Instrumentation for analysis of data
Students with the potential for creative productivity may find that pacing, materials, and
pedagogy was developed a used to provide descriptions of the teaching and learning
environment. Some approaches have been proposed for analyzing interaction in classrooms and
learning environments, such as discourse analysis, systematic observation and coding schemes
Data analysis influenced collection and vice versa. As units of data segmented, they were
collected, organized and manipulated using a computer spreadsheet (Creswell, 2007). Thematic
coding was both within-case and cross-case in nature, and themes emerged from similarities or
differences among teaching contexts (Siegle, 2005) and characteristics of participants (Creswell,
Research on classrooms has shown that teachers engage in talk than students and that such roles
tend to be interrogative (Carlsen, 1991). Teaching is the best way to deliver the highest value of
life to the students and provide opportunities for children to cooperate, to explore and to involve
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Pedagogical roles to the Structural function in the Socio- Cognitive function to
the classroom
Provide positive feedback Involving discussion and talk Create creative confidence
Create reflective questioning Share and Expand the ideas Design thinking and deep
association.
Teachers roles more participatory and less didactic and learner control of the technology was
encouraged. Students achieved the higher outcome from order thinking, and this was reflected in
classroom dialogue, independence of thought and the growth of autonomy (McLoughlin and
Oliver, 1998)
Discussion
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Technology is the tools to use in gifted and talented education gradually so that it will highlight
the cognitive research in this area. To help the structure this literature review, it asked with three
research questions. The following sections present answers to these questions based on this
analysis of (a) research on technology use in gifted education, (b) descriptive and evaluative
articles relevant to the topics addressed here (published in gifted education journals during 2000
to 2012), and (c) recent research trends in general education (Maddux, 2009; Maddux, Gibson,
Conclusion
Gifted students would benefit from using technology to help them to extend and enrich more
about curriculum. Using computer-based resources are a great way to provide gifted students
with an opportunity to network and gain global understandings of the topics they are examined
in. Gifted and talented students can be educationally enriched through a virtual learning
environment. It can use to way to integrate the curriculum with Information technology. This
research is conducted in specific contexts focuses on the students who need a different dynamic
environment to the classroom. The freedom in the classroom should be more influencing and
creative using educational application and software to teach the way of topic. The technology
used for cognitive and social interaction to improve cognitive outcomes for students to enable
collaborative contraction to enhance learning to achieve higher order thinking outcomes to the
classroom.
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