Electronic technology and its use with rural gifted students

Belcastro, Frank P.

doi:10.1080/02783190209554191

Cited by 11 publications

(10 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Belcastro (2001), electronic technologies, such as email, the Internet, CD-ROMs, audio-and videotapes, instructional television, and two-way television, can enrich students' learning, particularly gifted students in rural areas. The technologies enable students to have virtual field trips to museums, industries, governmental agencies, or institutions; provide them with an opportunity to communicate and collaborate with other schools, teachers, or prospective mentors; offer various cultural experiences in the areas of the visual, creative, and performing arts; and cultivate an understanding of multicultural perspectives from interactions with diverse peers through networked classrooms (see Cifuentes, Murphy, & Davis, 1998).…”

Section: Technology In Distance Learningmentioning

confidence: 99%

Gifted Adolescents' Talent Development through Distance Learning

Olszewski‐Kubilius¹,

Lee²

2004

Journal for the Education of the Gifted

View full text Add to dashboard Cite

This study involved 99 students who took honors-level courses and 87 students who took Advanced Placement courses through a gifted distance-learning program. Data showed that students' interests in the subject areas, the desire for enriching and accelerating themselves, and the unavailability of the courses in their home schools were the major reasons for enrolling in the distance-learning program. Overall, students were satisfied with the quality of communications with instructors or classmates, but the lack of interactions with teachers was a source of dissatisfaction for some students. Students reported that the classes prepared them well for their AP examinations and that challenge and enioyment were the most important and beneficial aspects of the courses. Findings also showed that most students wanted to use computer technologies that grant them easy access to teachers, other students, and course information, but still desired to have traditional textbooks and written course materials.

show abstract

Section: Technology In Distance Learningmentioning

confidence: 99%

Gifted Adolescents' Talent Development through Distance Learning

Olszewski‐Kubilius¹,

Lee²

2004

Journal for the Education of the Gifted

View full text Add to dashboard Cite

show abstract

“…The largest category of professional literature on computer technology is filled with descriptions of ways that teachers might provide technology-driven learning opportunities in the classroom for intellectually gifted students (Belcastro, 2002;Pyryt, Masharov, & Feng, 1993;Riley & Brown, 1997). Articles of this sort tend to emphasize the educational importance of using computers with gifted students or describe programs that centered on technology use (Morgan, 1993;Nugent, 2001).…”

Section: Classroom Applicationsmentioning

confidence: 99%

From Bits and Bytes to C++ and Web Sites: What is Computer Talent Made of?

O'Brien¹,

Friedman-Nimz²,

Lacey³

et al. 2005

Gifted Child Today

View full text Add to dashboard Cite

“…Supporting the Emotional Needs of the Gifted (SENG) was formed in 1981 to help support gifted students with these needs (Supporting the Emotional Needs of the Gifted, 2018). A second challenge is finding teachers who have the subject matter expertise to teach advanced subjects to gifted students (Belcastro, 2002;Jolly, 2009). This challenge is one that online education is particularly well suited to address.…”

Section: Challenges In Gifted Educationmentioning

confidence: 99%

“…Online education is popular with gifted students who live in rural areas, despite the technological challenges that they often face (Belcastro, 2002). Forty percent of U.S.…”

Section: Online Learning In K-12 Gifted Educationmentioning

confidence: 99%

“…students attend schools that are classified as rural (Belcastro, 2004). These schools and students face unique challenges due to declining populations and limited resources that are not prevalent in suburban and urban schools (Belcastro, 2002;KewalRamani et al, 2018). Using technology and online learning can provide a boon to rural students (Belcastro, 2004).…”

Section: Online Learning In K-12 Gifted Educationmentioning

confidence: 99%

See 1 more Smart Citation

Impact of Internet Connection on Gifted Students’ Perceptions of Course Quality at an Online High School

Hawthorne

View full text Add to dashboard Cite

Online learning is on the rise in K-12 education and, with the lockdowns and social distancing measures implemented as a result of COVID-19, has gained increased prominence. While the demand for online learning is on the rise, many U.S. students lack adequate Internet connectivity to have a successful online learning experience. Connectivity issues, particularly when they impact audio, can cause students to tune out or even drop out of online learning. This is problematic for online schools and course providers who often have no control over the speed of a student’s home Internet connection. Online schools also have to balance student perceptions, which have been linked to their achievement. This mixed methods study examines the role of Internet connectivity on the perceptions of highly gifted students on the quality of their fully online English course on six domains: (a) appeal, (b) challenge, (c) choice, (d) meaningfulness, (e) self-efficacy, and (f) communication. In this study, highly gifted students who attended an online public school (N=19) that utilizes synchronous and asynchronous learning methods reported their perceptions on the six domains of online course quality and also their Internet downloads speed, which were used to divide them into two groups - low and high Internet download speeds. The results of the quantitative survey, a modified version of the Student Perceptions of Classroom Quality (Gentry & Owen, 2004; Gentry & Springer, 2002), were then analyzed based on the two independent groups. No statistically significant difference was found in student perceptions on any of the six domains based on the participant’s Internet download speed. This finding may be limited based on the small sample size available for data analysis in this study. Focus groups supported the findings of the statistical analysis. A total of 12 themes emerged from the focus groups to help explain the students’ perceptions of their online courses. An additional two themes were identified as common technical issues caused by Internet connectivity in online learning and three themes related to troubleshooting technical issues. This study contributes knowledge to the fields of online education, gifted education, impact of student perceptions, and transactional distance in online learning.

show abstract

Electronic technology and its use with rural gifted students

Cited by 11 publications

References 6 publications

Gifted Adolescents' Talent Development through Distance Learning

Gifted Adolescents' Talent Development through Distance Learning

From Bits and Bytes to C++ and Web Sites: What is Computer Talent Made of?

Impact of Internet Connection on Gifted Students’ Perceptions of Course Quality at an Online High School

Contact Info

Product

Resources

About