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Technology and Gifted Learners
Assistive technology is a huge help for gifted students because it presents more abstract concepts in a more challenging manner. It provides tools for memorization, and evaluation in multidimensional forms so that students are more actively engaged in the learning process. According to the research, "assistive technology for learning (ATL) is defined as the devices, media and services used by students with physical, sensory, cognitive, speech, learning or behavioral disabilities to actively engage in learning and to achieve their individual learning goals" (Alberta Education, 2006). Today, tools have become much more diverse because of advances in technology. This then creates a very diverse and tailored learning environment that teachers can create for the unique needs of gifted students. Thus, "these tools allow students greater independence in learning by customizing applications to maximize learning strengths and to minimize or circumvent specific learning weaknesses" (Bisagno & Haven, 2002). Teachers can target specific strengths and weaknesses and then generate specialized learning outcomes that are possible with assisted technology strategies.
Slide 1: Concept Mapping
It is crucial for students to have tools to help them understand and evaluate abstract concepts in texts and in lesson plans. Concept mapping can help students brainstorm for ideas and deepen their evaluation process of a certain text. This can be done manually, which is a low tech assistive technology. However, it can be strengthened with the use of more innovative technologies as well. For example, "concept mapping software helps students to visually organize and relate abstract concepts" so that they can be prepared to write stronger content (Brennan & Still, 2009). Inspiration Software is an excellent software teachers can use to allow their students to content...
Today, geography no longer serves as a boundary for learning. Thus, "a virtual museum tour is useful because field trips to museums can spark intense student interest and nurture thinking skills, but they are not always geographically feasible" (Mulrine, 2007, p 39). Now, students can go to famous national museums, like the Natural History Museum or the Smithsonian, without ever leaving the classroom. Teachers can access engaging virtual museum tours at sites like Eduscapes Digital and Virtual Museums at http://eduscapes.com/tap/topic35a.htm.
Slide 3: Online learning Games
Moreover, gifted students love to win a challenge. Learning games have long helped assist in studying and understand more difficult concepts. It is a fun way for students to learn. As such, "gifted and talented students enjoy stimulating and challenging activities," and games are a great way to challenge these students in a fun atmosphere (Mulrine, 2007, p 40). Teachers can use sites like Wacky Wordplay at Education World's Online Game Archives (see http://www.educationworld.com/a_lesson/archives/learninggame.shtml).
Slide 4: Assessment
Not all tools are used by students entirely. In fact, teachers can also benefit from assistive technologies as well. Take for example the concept of rubrics as a method for evaluating student progress. Rubrics help set a standard and can be shared with students to better explain expectations for learning activities. Now, with the help of technology, "teachers can find rubrics online to help assess the larning objectives developed for the unit" (Mulrine, 2007, p…
References
Alberta Education. (2006). Infusing Assistive Technology for Learning into the IPP Process. Alberta Education Cataloguing in Publication Data. Web. https://education.alberta.ca/media/525549/ipp9.pdf
Bisagno, Joan M. & Haven, Rachael. (2002). Customizing technology solutions for college students with learning disabilities. Learning Disabilities Online. Web. http://www.ldonline.org/article/6257/
Brennan, Liz & Still, Stacy. (2009). Applying Technologies for Effective Instruction. Pearson Higher Education. Web. http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137073984.pdf
McFarlane, Camille. (2011). Gifted students and educational technology. Technology-Enhanced Learning Environments. Web. http://etec.ctlt.ubc.ca/510wiki/Gifted_Students_and_Educational_Technology
To address these social and academic issues, the Waco, Texas, Independent School District (2005) initiated a project offering AP Spanish Language to eighth-grade Hispanic students and later expanded to three years (Rakow, 2005). The goal was to promote student success, develop self-confidence, and support student academic aspirations among an at-risk student population. In the three years of program implementation, 117 students took the class and corresponding AP exam. Of
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Students can collaborate with students in other schools and other countries as they develop ideas, skills, and products. Students in a class can collaborate outside class without having to meet in person. The theory behind collaborative learning is that the social construction of knowledge leads to deeper processing and understanding than does learning alone (Appalachian Education Laboratory, 2005). The bulletin board and the chat room have become the backbone of
For the purposes of this review, Web-based instruction is considered to be any educational or training program distributed over the Internet or an intranet and conveyed through a browser, such as Internet Explorer or Netscape Navigator. Java applet-based instruction is a special form of Web-based instruction. Although there is very little research on comparing the effectiveness of Java applet-based instruction to the traditional face-to-face offering. However Web-based instruction has received enough
197). There have also been a number of software applications developed specifically for use in the classroom that can provide at-risk students with the opportunity to catch up with their peers, but here again it is important to recognize that at-risk students may lack the same level of computer expertise as their peers and steps must be taken to ensure that they have been provided with the initial training