Effective Strategies for Using Technology with Elementary Gifted Students

Martha W. Meloy

Powder Springs, GA 30127

An Annotated Bibliography Submitted to:

Dr. D. A. Battle of Georgia Southern University
in partial fulfillment of the requirements for
FRLT 7130 – Y01

Summer 2010
Saturday, July 19th, 2010
Statesboro, GA

1
 Effective Strategies for Using Technology with Elementary Gifted Students

Technology has become an integral part of our society. It is woven in the frameworks of

how people work and play. It is imperative that technology skills be fostered in an educational

environment that promotes authenticity for learners to capitalize on its benefits. By providing

gifted students, who desire challenges and opportunities for critical thinking, with authentic

meaningful technology applications they will be able to accomplish higher levels of thinking as

they connect and communicate on a global level. The possibilities are limitless when we

combine the achievement levels of gifted students with the opportunities that technology can

offer. Educators must find appropriate ways to integrate technology into their lesson plans and

into the hearts and souls of their students to help them thrive in our ever-changing digital world.

Galileo was used to conduct research on finding effective strategies for using technology

with gifted students. Three databases were used to find the nine articles for this annotated

bibliography. The Professional Development Collection, Academic Search Complete, and the

Eric databases were used to find worthwhile articles relating to gifted students and technology. I

chose the articles that facilitated theories and research based applications related to integrating

technology in an educational setting. I tried to focus my search on elementary articles but a few

of them contain some secondary and one high school research article. However, each article that

I found provided meaningful, worthwhile information to build strategies for effective use of

technology with gifted students.

Dixon, F., Cassady, J., & Cross, T. (2005). Effects of technology on critical thinking and essay

writing among gifted adolescents. The Journal of Secondary Gifted Education, 16(4),

180-189. Retrived from

2
 http://wf2dnvr12.webfeat.org/AVIZO11012/url=http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=

2&hid=104&sid=6577a558-3783-443e-aaca-66639a5f995d%40sessionmgr110

This article presents a study in which correlational research practices were used to predict

whether technology effects critical thinking skills and the writing process with an emphasis on

gender. The methods of this study include ninety-nine participants who were measured on

critical thinking and writing capabilities using rubrics and a critical thinking scale. The results

showed a difference in gender with boys producing more words when using the computer

compared to using no technology devices in the writing process. Gifted girls wrote consistently

well with or without technology components. The Dixon rubric used to score critical thinking

revealed limited aspects of critical thinking in the writing process.

Gibson, K. L., Rimmington, G. M., & Landwehr-Brown, M. (2008). Developing global

awareness and responsible world citizenship with global learning. Roper Review 30(1),

11-23. Retrieved from

http://wf2dnvr2.webfeat.org/AVIZO16571/url=http://content.ebscohost.com/pdf23_24/pdf/2008/ROE/01Ja

n08/31488887.pdf?T=P&P=AN&K=31488887&S=R&D=tfh&EbscoContent=dGJyMNLe80Sep7M4yOvq

OLCmr0iep7RSr6%2B4SLWWxWXS&ContentCustomer=dGJyMOXp7Um549%2BB7LHjgfLt8QAA

This article emphasizes the importance of global awareness and citizenship with gifted students

defining global citizen and its many interpretations. They propose a pedagogic approach to

teaching globalization with gifted students that include the conditions necessary for global

learning, the content including attributes such as intrapersonal and interpersonal intelligence and

processes such as metacognition and collaboration, and how they are intertwined in developing

world citizenship. Aspects of how these global aspirations can be instilled in our students are

demonstrated through varying technology approaches.

3
Gonsoulin, W. B., Ward, R., & Figg, C. (2006). Learning by leading: Using best practices to

develop leadership skills in at risk and gifted populations. Education 126(4), 690-701.

Retrieved from

http://wf2dnvr2.webfeat.org/AVIZO16547/url=http://content.ebscohost.com/pdf18_21/pdf/2006/EDU/01Ju

n06/21701252.pdf?T=P&P=AN&K=21701252&S=R&D=tfh&EbscoContent=dGJyMNLe80Sep7M4yOvq

OLCmr0iep7RSr6e4TbGWxWXS&ContentCustomer=dGJyMOXp7Um549%2BB7LHjgfLt8QAA

This case study supports facilitating leadership skills in students through the use of technology,

science and math concepts, and hands on authentic training. It proposes that by engaging in

learning by leading activities student’s enhancement of leadership abilities will prosper.

Students participating in interdisciplinary learning activities that promote collaboration,

challenging content, communication and problem solving situations they will create more

meaningful understanding rather than rote memorization of material. Students also learned to

become better listeners or leaders in the social constraints of the learning by leading workshop.

Emerging themes from the study reflect benefits from authentic teaching methods and

technologies.

Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. The

Journal of Educational Computing Research, 38(3), 305-332. Retrieved from

http://wf2dnvr12.webfeat.org/AVIZO11123/url=http://content.ebscohost.com/pdf9/pdf/2008/E69/01May08

/32491338.pdf?T=P&P=AN&K=32491338&S=R&D=tfh&EbscoContent=dGJyMNLe80Sep7M4yOvqOL

Cmr0iep69Ssa24TbOWxWXS&ContentCustomer=dGJyMOXp7Um549%2BB7LHjgfLt8QAA

This research study used quantitative data and qualitative data to determine the effects of using a

one to one laptop initiative. A multi site, two-year longitudinal study used state assessments for

quantitative data and surveys, observations, interviews, documents and records were used for

4
qualitative analysis. Motivation levels, informational literacy and autonomy in learning

increased significantly with the laptop initiative. A decline in test scores the first year was noted

with an increase the second year of the initiative. Interpretations of these finding are discussed.

Lee, K.S.Y. (2001). Using telecollaboration for self-regulated thinking skills: Instruction

with regular and gifted learners. High Ability Studies, 12(2), 235-247. Retrieved from

http://wf2dnvr9.webfeat.org/QsUTO11602/url=http://content.ebscohost.com/pdf13_15/pdf/2001/0V0/01De

c01/5322726.pdf?T=P&P=AN&K=5322726&S=R&D=tfh&EbscoContent=dGJyMNLr40SeqLc4yOvsOL

Cmr0iep7NSs6u4S6%2BWxWXS&ContentCustomer=dGJyMOPZ7Yq549%2BB7LHjgfLt8QAA

The author promotes using telecollaboration activities to develop successful intelligence

according to Sternberg’s Triarchic Theory in enhancing the essential skills of analytical, creative

and practical thinking. The article suggests that by providing curriculum that involves authentic

telecollaboration activities such as email exchanges regarding relevant curriculum topics will

emphasize aspects of self regulated learning. Ideas of Vygotskian learning are related to the

multifaceted, integrated and reciprocal components that email collaboration entails. Detailed

examples of email projects are given to strengthen an educator’s ability to transfer these self

regulated learning strategies in their own classroom.

Mooij, T. (2008). Education and self regulation of learning for gifted pupils: systematic design

and development. Research Papers in Education, 23(1), 1-19. Retrieved from

http://wf2dnvr2.webfeat.org/AVIZO16535/url=http://content.ebscohost.com/pdf19_22/pdf/2008/5C4/01Ma

r08/29343725.pdf?T=P&P=AN&K=29343725&S=R&D=tfh&EbscoContent=dGJyMNLe80Sep7M4yOvq

OLCmr0iep7RSrq24Ta%2BWxWXS&ContentCustomer=dGJyMOXp7Um549%2BB7LHjgfLt8QAA

This article highlights the ideas that educators need to design and develop educational systems

that support the potential development, actual competencies and self regulation capabilities in

5
regards to the learning styles of gifted students even at the primary level. A systematic design

was used to conduct longitudinal studies that determined differentiation of learning materials and

procedures, integration of communication technologies and strategies to enhance learning in that

it does effect self-regulation and the learning capabilities and potentials of gifted students.

Ng, W. , & Nicholas, H. (2007). Technology and independent learning. Roeper Review,

29(3), 190-196. Retrieved from

http://wf2dnvr9.webfeat.org/QsUTO11554/url=http://web.ebscohost.com/ehost/detail?vid=1&hid=110&sid

=ffef2bf2-6293-4dbb-979f-

8fb3f38ae6e0%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=tfh&AN=24811170

This article proposes using extensive online learning to support individualized and independent

learning projects allowing collaboration with peers on challenging interactions and tasks, which

allow for autonomy in the learning process. The ideas of using online technologies such as

online gifted clusters enhance the abilities of conceptualization and construction. The authors

suggest a socially immersed learning paradigm for promoting knowledge construction and

developing critical thinking and critical reflections allowing for ownership and independence in

the learning process.

Renzulli, J. S., Siegle, D., Reis, S. M., & Gavin, M. K. (2009). An investigation, of the

reliability and factor structure of four new sclaes fo rrating the behavioral characteristics

of superior students. Journal of Advanced Academics 21(1), 84-108. Retrieved from

http://wf2dnvr12.webfeat.org/IS1aO1663/url=http://content.ebscohost.com/pdf23_24/pdf/2010/261P/01Oct

10/48924217.pdf?T=P&P=AN&K=48924217&S=R&D=tfh&EbscoContent=dGJyMNHX8kSep7U4yOvq

OLCmr0iep65Ssam4SrGWxWXS&ContentCustomer=dGJyMOXp7Um549%2BB7LHjgfLt8QAA

6
This article highlights the process of creating four new rating scales for talented and gifted

students in the areas of reading, mathematics, science and technology. Instruments were

validated, sampled and analyzed to determine their correlations, item means, standard deviations

and reliability estimates for each of the four scales. Using the new research based rating scales

teachers can modify instruction using methods of differentiated instruction, acceleration and

enrichment in one of the four content areas.

VanTassel-Baska, J. (2005). Gifted programs and services: What are the nonnegotiables?

Theory Into Practice, 44(2), 90-97. Retrieved from

http://wf2dnvr16.webfeat.org/gPeTO1753/url=http://content.ebscohost.com/pdf9/pdf/2005/TIP/01Mar05/1

6805891.pdf?T=P&P=AN&K=16805891&S=R&D=tfh&EbscoContent=dGJyMNLr40SeqLc4yOvsOLCm

r0iep7ZSsqi4S7SWxWXS&ContentCustomer=dGJyMOPZ7Yq549%2BB7LHjgfLt8QAA

There are many components of a gifted program that according to this article are nonnegotiables.

Accelerated study and content acceleration are important factors to consider when students are

achieving well above grade level. The needs for telecommunication options, which allow for

advanced courses or other uses of technology in innovated ways, are also a necessity in the gifted

education programs. Flexible grouping and differentiation strategies are essential in handling the

varied intricacies of the gifted student’s mind. Instructional differentiation strategies such as

problem-based learning and higher level questioning techniques are presented.

Implications for Applications to Educational Settings

After completing research on technology strategies with gifted students it is apparent that

educators must use differentiation techniques, higher leveled curriculum modifications and

varied uses of grouping to adequately teach the gifted populations. By using technology to

7
enhance this process only builds on the abilities of the already advanced thinkers in regards to

real life, authentic issues on a global level.

According to Gibson , Rimmington, & Landweher-Brown (2008) developing global

awareness in gifted learners at a young age will facilitate a life long pursuit of global issues

while understanding and adapting to cultural differences in rectifying or dealing with big issues

that are real and authentic. It is imperative that we allow positive, technology driven

relationships to develop on a global level to help foster world citizenship. By allowing this

interaction at a young age when metacognition, intrapersonal intelligence and reflection are

being developed educators can promote world citizenship and the higher levels of thinking that

are needed to foster these relationships with others not directly in our community of learners.

Broadening the gifted students’ horizons through the use of technology will allow them to

broaden their own minds regarding issues and relationships on a social level that has not been

achieved until now.

Another area of interest for teachers of gifted students should be to embrace the idea of

collaboration in online environments. Ng and Nicholas (2007) promote the ideas that it is

essential for gifted students to have opportunities with online technologies to facilitate

collaboration, communication and independent learning that leads to autonomy in the learning

process. By socially immersing themselves in curriculum with other gifted students great gains

can be made in regards to curriculum knowledge and social knowledge concerning worthwhile

worldly phenomenon.

With the potentials of today’s digital society on a global level we must make strides in

enhancing our gifted populations expectations with varied technology experiences to prepare

them for our rapidly changing society. We are living in a world of change and now more than

8
ever we must connect with each other on a global level. Now is the time to allow our gifted

students to collaborate, communicate, and investigate with the world at large. Through their

varied thoughts and highly intelligent, intricate minds we can create a community of learners on

a global level, which create possibilities that are endless when we combine gifted students with

the potentials of technology. Think big and your students will think even bigger.