Running head: TECHNOLOGY STRATEGIES FOR GIFTED STUDENTS 1

Technology Strategies for Gifted Students

Johnny Hughes

EDUC/A650

April 8, 2016

Arlene S .Puryear EdD

TECHNOLOGY STRATEGIES FOR GIFTED STUDENTS 2

Technology Strategies for Gifted Students

Students in today's world rely on technology in almost every aspect of their lives. Because

of the prevalence of that technology, educators need to add aspects that incorporate its use into

studies and lessons. With that in mind, of all the students being served by teachers, gifted and

talented students are the ones who flourish and gain the most from the technical knowledge

required when using technology such as computer programming, social media, tablets, and

Internet. Those tools allow the teacher to use content differentiation, differing assignments,

interest-based choices in the curriculum, and the ability to communicate with other learners. The

follow essay will entail each of those abilities.

Content Differentiation

Gifted students need more and different content than their peers. The use of technology

enables the students and teachers to access seemingly limitless resources. Some of the more

obvious ones such as Kahn Academy and streaming informational videos are obvious. Still, the

teacher needs to be an active part of the differentiation and not just hand a tablet to a student and

tell him or her to “go for it.” The sites and sources for the higher level information need to be

reviewed and deemed appropriate and on-subject for them to be a part of the differentiated

content for the gifted learner.

Differing Assignments

Content can be modified through acceleration, compacting, variety, reorganization, and

flexible pacing. If a student has the material mastered, the teacher needs to adjust the

curriculum through one of the previously mentioned methods to accommodate and motivate the
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gifted learner (Berger, 2005). Assignments that are on-level for the average student may turn off

the gifted one and make him or her become bored and unhappy.

Interest-based Choices

Jurkovic (2012), “Many gifted students have specific areas of deep interest or expertise.”

Technology allows the teachers and students to access those areas of interest and expertise in the

most efficient way possible. If a student loves computer coding and binary, any average laptop

with Internet access will allow him or her to get into the coding of that computer or Internet sites

that will teach that material or create simulations for the student to try his or her new skills out.

Communication

While social medial is controversial due to abusers and predators, it allows students the

opportunity to connect to other learners all around the globe in real time. Just fifteen years ago,

teachers would hook students up with pen-pals from other countries, but today that seems quaint

and even archaic. Now, students can blog about concepts and class events, Tweet about what

there are learning at that exact moment, and Skype with other students all over the world

(Cerniglia, 2016). This can give gifted children a more heightened feeling of belonging by

allowing them to interact with other high-achieving students.

Conclusion

Technology permeates every aspect of society, and educators must prepare all students by

teaching them how to properly use that technology. Gifted students are the ones who can gain the

most by this. They will learn and accomplish more and even find a bigger sense of belonging.

Educators must make use of these new tools to help our gifted students accomplish as much as

possible.
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References

Berger, S (2005). “Differentiating Curriculum for Gifted Students.” Retrieved from

http://www.davidsongifted.org/db/Articles_id_10342.aspx

Cerniglia, M. (2016). “9 Ways to Use Social Media in Your Classroom.” Retrieved from

http://blog.sewickley.org/9-ways-to-use-social-media-in-your-classroom

Jurkovic, N (2012). “Using Technology with Gifted Students.” Retrieved from

http://www.educationworld.com/a_curr/technology-gifted-students.shtml

Van Tassel Baska, Joyce & Little, Catherine A (2006) Content-Based Curriculum for

high-\ability learners 2/e. Waco Texas: Prufrock Press Inc.