Technology and gifted students
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Technology and Gifted Students. Evelyn Wassel, Ed.D . Schuylkill IU29 PETE & C 2014. http:// bit.ly/PETEGifted14. Curriculum and Instruction Planning. DI to Equip students with 21 st Century skills Inquiry Problem-solving skills Critical thinking Self-regulating skills

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Technology and Gifted Students

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Technology and Gifted Students

Evelyn Wassel, Ed.D.

Schuylkill IU29

PETE & C 2014


  • http://bit.ly/PETEGifted14


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.


Math Curriculum

  • Facilitate open-ended problem-solving to think critically

    • Graphing calculators

    • Emulator programs

    • On-line plotting programs

    • Digital drawing tools


Science Curriculum

  • Digital cameras and palm-held computers to work through stations to learn about environment

  • Need prior training

  • Improve inquiry skills and scaffold


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


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


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


Effective Learning Environments

  • Learner centered

  • Independence

  • Innovation

  • Grouping options

  • Flexible


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


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


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


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


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.


Enrichment 2.0


Tools of the 21st Century

  • Wikis

  • Social bookmarking

  • Aggregators

  • Podcasts

  • Collaborative documents

  • Blogs


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.


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


Del.icio.us


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/


Google Custom Search Engine


Google Custom Search Engine


Google Custom Search Engine


Google Custom Search Engine


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. 


Kahn Academy

Kahn Academy


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.


Web Poster Wizard

WebPoster Wizard


Example Poster


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


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. 


Meeting Burner


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. 


SCRATCH


ITSI-SU

http://concord.org/projects/itsi


SAS Website


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


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


EdHeads


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. 


Free Rice


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. 


Nobel Prize Educational Productions

http://www.nobelprize.org/educational/


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


  • BIOINTERACTIVE

  • Free resources for science teachers and students, including animations, short films, and apps.

http://www.hhmi.org/biointeractive


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. 


Exploratree

  • Free online library of thinking guides

  • Print them out or fill in and complete your project on the exploratree website

  • Build up a personal portfolio of useful thinking guides

  • Change or customise them using images, text and shapes

http://www.exploratree.org.uk/


Reasoning

  • They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. 

  • They readily grasp underlying principles and can often make valid generalizations about events, people, or objects. 

  • Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas. 

  • They are flexible thinkers, able to use many different alternatives and approaches to problem solving. 

  • They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information. 


Intel Seeing Reason Tool

http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing-reason.html


Creativity

  • Produces many and/or highly original ideas.

  • Shows exceptional ingenuity in using everyday materials.

  • Has wild, perhaps silly ideas.

  • Produces ideas fluently or flexibly.

  • Is highly curious. 


Bomomo

  • Create abstract art pictures in your browser. Works only with Firefox and Safari browsers.

  • There are 18 different drawing brushes to choose from.

  • Donwload and Save ready art to your computer.

  • No sign up or registration required.


Story Starters K-6


Story Starters K-6


Humor

  • Humor—Brings heretofore unrelated ideas together in a recognizable relationship.

  • Uses a keen sense of humor – may be gentle or hostile.

  • Has a large accumulation of information about emotions.

  • Sees unusual relationships.

  • Demonstrates unusual emotional depth.

  • Demonstrates sensory awareness.


  • http://www.gocomics.com/explore/editorials

  • http://mashable.com/2010/10/24/create-your-own-comics/


21st Century Competencies

  •        Creativity and Innovation

  •        Critical thinking and problem solving

  •        Agility, adaptability and capacity for lifelong learning

  •        Teamwork and collaboration in virtual teams

  •        Initiative, self direction and entrepreneurialism

  •        Effective oral and written communication

  •        Proficiency in the mother tongue

  •        Multiple languages and cultural awareness

  •        Effectively accessing and analyzing information

  •        Digital competence 


“We ignore high-potential students at our peril. If they are not challenged, they can disengage and even drop out due to boredom. These students are a key to our future international competitiveness, job creation, and civic leadership. Squandering this natural resource is a price we cannot afford.”

Dan Peters

Lovett & Ruth Peters Foundation


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