A Keynote Address
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Table of Contents
Opening 3
The Problem 4
Introduction: The G/T Inclusion Challenge
5
st
Conditions that Support G/T Learners in 21 Century Education
9
Conceptualizing Gifted/Talented 9
st
What Teachers Need to Know About Inclusive Pedagogy for 21 Century
Learning?
Living in the Information Revolution 13
Basic Principles: Restructuring Teacher Education in a Digital Age 14
Tools and Strategies to Help Restructure Teaching Methods 15
Why Use Technology? 16
Digital Literacy 17
Student Standards for Using Technology 19
Closing Educational Equity Gaps 20
Summary 21
Annotated Bibliography 21
References 26
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Introduction
Sadly, new choice policies along with failed school integration in public schooling,
special learning needs now require intensive attention. This condition holds
complex problems to function in society and reap the benefits of 21st century
Inequality can have many sources within the community . . . a major source of
inequality is social class. Economic and social inequality can arise from other
socially defined characteristics that result in different group within the community
having different access to the goods and services of the community. Large
societies such as the United Arab Emirates will contain within its boundaries
many peoples of different qualities and characteristics. These qualities and
characteristics will define the status of individuals within the nation. A most
obvious characteristic is that of citizenship. Citizenship defines the nature of legal
rights, and the type of access one is provided to services offered by the nation.
Related to these characteristics are those of national origin. Often this can lead
to differential treatment in a variety of situations and to degrees of inequality
within any given educational community (Anderson, 2002).
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learning. The conditions for learning in public schools interlock with issues
surrounding income, education, race and class that slow down or in some cases,
of these tools due to inadequate teacher training and poor content. Humanistic
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access to new communication systems further extends the opportunity for social
one’s existing socio-status to a higher status in life. These issues are intertwined
participation in society.
I focus ideas in this paper on the principles that I believe are important to
establish and continue our dialogue about the role of inclusion to serving
These four topics represent ways of thinking and acting that are important to
address problems associated with digital age teaching, curriculum, and the
education divides. More recently, the issue of what constitutes an adequate, high
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3. Technological literacy that moves learning and teach beyond the tool or
Reflective Questions
Century?
3. To what extent do barriers to digital educational learning exist for the G/T
in inclusive education?
4. What is needed in the policy arena to effect support for change in teacher
To address the challenge of inclusion for all learners including the gifted/talented,
The National Digital inclusion Task Force, a group formed under support by the
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Conceptualizing G/T
Gqgnè has proposed that “gifts,” which are natural abilities, must be developed to become
“talents,” which emerge through the systematic learning, training, and practicing “of skills
characteristic of a particular field of human activity or performance” (p. 230). This concept of
and Talent (see Figure 1.1). Gagne’s model proposes that the development of gifts into talents
Intrapersonal catalysts are physical (e.g., health, physical appearance) and psychological
(e.g., motivation, personality, and volition), all of which are influenced by genetic background.
(e.g., parents, teachers, siblings, peers); undertakings (e.g., programs for gifted and talented
students); and events (e.g., death of a parent, major illness, winning a prize). Moreover, Gagnè’s
work has recognized that any program that a school develops for gifted and talented students
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giftedness or talent (e.g., performing in the top 10%, 5%, 2%, 1%, or less than 1%).
First, I propose that learning is a social event and that technology empowers
access to social learning where students can practice and develop their gifts into
talents. Furthermore, I believe that profound potential for improving instruction for
the G/T in English, Science and Mathematics can be realized, in part, through the
games, arts, athletics and sports. Internet support systems for e-learning provide
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more technology finds its way into these subject areas—social studies and
analyze the concept of social learning five perspectives emerged in the research
team learning);
whole organizations).
● Literacy as a technology
must be armed with the knowledge to examine ways in which revolving web-
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society.
If we follow the arguments of Gavriel Salomon, Haifa University, Israel and David
N. Perkins, Harvard University that social learning cannot be fully accounted for
without considering the individual learner, then we can look at how inequities
learning system and others do not. We must also consider the restrictive
● Gender roles
● Class-based epistemologies and
● Non-standard language codes (Apple, 1998)
exclude social learning in three ways (Perkins and Salomon, 1999). Individual
because e-learning and computer assisted learning changes the dynamics of the
● Creates or limits social mediation between the teacher and the student;
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relevance.
Digital-Age
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3. Educators in the digital age must become increasingly aware of the reality
concerns.
use of technology, not afraid to take risks and become lifetime learners.
6. Educators must take on new roles that model new teaching methods that
7. New methods for teaching the G/T students must include how to find,
Reportedly, the number of Internet users double in less than a year. The same
report indicates that the amount of information contained by the World Wide Web
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areas and create cross-curricular connections to keep pace with the information
communities.
Learning
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and learning.
that bridge the gaps between theory, practice, and content to extend rich
The number of schools providing laptops, Ipads, Ipods and ebook tools to their
and the World Wide Web can be used to revolutionize the presentation of
growing.
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wasting the scarce time of a scholar or student? Will the already reduced funds
During teacher workshops, I like to begin by asking: “What would you like to
change about your teaching practice to improve learning opportunities for your
learn more about, more often, or differently? What pedagogical practices would
you like to change to improve digital inclusion?” Most commonly, the response is
they want their gifted/talented students more engaged with learning; they want
not just acquire information to pass tests; and they want gifted/talented students
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Seldom is there a mention of how teachers wish to change their own practice—
the response is most frequently what they want from their gifted/talented
students. During these two days, we can change that point of view to a new way of thinking.
Digital Literacy
First, Educators must recognize that a new kind of "literacy" is required to use the
information networks effectively - just like literacy and basic schooling was a
Anyone who has once entered the world of information networks will irresistibly
and constantly learn more about them. Obstacles that prevent entering the digital
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(iste.org)
http://nets-implementation.iste.wikispaces.net/http://nets-
implementation.iste.wikispaces.net/
http://nets-implementation.iste.wikispaces.net/
Standards for teachers. Standards for teachers are criteria for determining
attaining high content and performance standards. These criteria include the
adequacy of their preparation in the subjects they will teach, their ability to
communicate their knowledge, their pedagogical skills, and the degree to which
The schools, communities, and universities must work together to establish pools
teachers learn how to use computers and the Internet effectively in the
classroom. Giangreco (February, 1996) offers ten BEST PRACTICES for regular
Summary
Many gifted/talented students are from families that have recently immigrated to
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This condition holds particularly prevalent for gifted/talented students from low-
Social, cultural, and political issues can further complicate access to qualified
teachers, appropriate content and support for digital learning. Teamwork can
increase access to new digital tools, appropriate content and training challenges
the public education faces in meeting the promise of a free and appropriate
This conference provides many rich opportunities to help us take on new roles.
The models will present new teaching methods that encourage English, Science
and Mathematics teachers to pursue their own inquiries, taking full advantage of
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infusion in all subject matter. Such model should include methods that allow
ample opportunity for teachers to spend time exploring pervasive and regular
based activities would draw upon expanded thinking skills. The implications are
digital age, the barriers to closing the digital inclusion and education gaps must
be removed.
Conclusion
I close by proposing the following principles to guide G/T learning and teaching:
community for the academic and affective outcomes and growth of gifted
learners
5. High quality standards for educators and counselors who work with gifted
learners
Thank you.
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*In this article the author compares the potential academic and attitudinal
gains of a gifted and talented population using different instructional
methods.
Colwell, C., Jelfs, A., & Mallett, E. (2005). Initial requirements of deaf students for
video: lessons learned from an evaluation of a digital video application.
Learning, Media, & Technology, 30(2), 201-217.
doi:10.1080/17439880500093844.
De Freitas Alves, C., Monteiro, G., Rabello, S., Freire Gasparetto, M., & De
Carvalho, K. (2009). Assistive technology applied to education of students
with visual impairment. Pan American Journal of Public Health, 26(2), 148-
152. Retrieved from academic search complete database.
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Eunsook, H., Greene, M., & Higgins, K. (2006). Instructional practices of teachers
in general education classrooms and gifted resource rooms: development
and validation of the instructional practice questionnaire. Gifted Child
Quarterly, 50(2), 91-103. Retrieved from academic search complete
database.
Fine, L. (2001). Special-needs gaps. Education Week, 20(35), 26. Retrieved from
academic search complete database.
*This study combined the use of student authored books and the use of
children's literature with a process created by Conden and McGuffee (2001)
described as e-publishing, which uses students authoring book software
called RealeWriter. The purpose of the study was to determine if e-
publishing assistive technology impacted learning in a social studies class
of 136 sixth grade students included in three school designation groups:
special needs, gifted and talented, and regular education.
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Hess, K., Morrier, M., Heflin, L., & Ivey, M. (2008). Autism treatment survey:
services received by children with autism spectrum disorders in public
school classrooms. Journal of Autism & Developmental Disorders, 38(5),
961-971. doi:10.1007/s10803-007-0470-5.
This article was written from a study that was interested in the hyperactive
students who are gifted. According to this article “Gifted and talented
students need to be cared for in a special way, so that they might not be
frustrated out of the educational system. According to Abosi (2004), "a
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Johnsen, S., Witte, M., & Robins, J. (2006). Through their eyes: student’s
perspectives of university –based enrichment program—the university for
young people project.Gifted Child Today, 29(3), 56-65. Retrieved from
education research complete database.
Parette, H., & Stoner, J. (2008). Benefits of assistive technology user groups for
early childhood education professionals. Early Childhood Education
Journal, 35(4), 313-319. doi:10.1007/s10643-007-0211-6.
* This article reports on the use of the internet in the education of gifted
students. The article discusses the vastness and speed of the Internet and
describes how it can be used in terms of the information processing
abilities of advanced children.
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21stCentury: a bonus for gifted education. Gifted Child Today, 27(2), 32-35.
Skau, L., & Cascella, P. (2006). assistive technology to foster speech and
language Skills at home and in preschool. Teaching Exceptional Children,
38(6), 12-17. Retrieved from academic search complete database.
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Yang, H., Lay, Y., Liou, Y., Tsao, W., & Lin, C. (2007). Development and
evaluation of computer-aided music-learning system for the hearing
impaired. Journal of Computer Assisted Learning, 23(6), 466-476.
doi:10.1111/j.1365-2729.2007.00229.x.
Solomon, G. & Resta, P., Eds. (2003). Toward Digital inclusion: Challenges of
Bridging the Divide in Education. Pittman, J., In Empowering Individuals,
Schools, and Communities. Boston Allyn & Bacon (In press).
Status of CFE v. State of New York. In Major Victory for Children of New York
State, Court Strikes Down State's System for Funding Education Declares
that State Must Ensure Adequate Level of Funding in All School Districts.
Retrieved May 10, 2002 from http://www.cfequity.org/pr1-10.html.
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