Fighting the war on indecency:<i>Mediating TV, internet, and videogame usage among achieving and underachieving gifted children</i>

Abelman, Robert

doi:10.1080/02783190709554393

Cited by 22 publications

(30 citation statements)

References 54 publications

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“…Teachers encourage critical thinking by promoting inquiry, by asking questions to help students troubleshoot technology problems, and by limiting the number of questions they answer directly (Ba et al, 2002;"Digital Imaging," 2001;Clausen, 2007;Wong, Quek, Divaharan, Liu, Peer, & Williams, 2006;Smith & Weitz, 2003). Reviewing Internet content for reliability is an essential technology skill that also promotes critical thinking (Abelman, 2007). Evaluating the technology with which they are interacting (Abelman, 2007;Siegle, 2004), determining the most suitable piece of equipment, program, or tool ("Digital Imaging," 2001), and learning how to balance schoolwork and recreation time on the computer all call for higher order thinking (Ba et al, 2002;Tünzün, 2007).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

“…Reviewing Internet content for reliability is an essential technology skill that also promotes critical thinking (Abelman, 2007). Evaluating the technology with which they are interacting (Abelman, 2007;Siegle, 2004), determining the most suitable piece of equipment, program, or tool ("Digital Imaging," 2001), and learning how to balance schoolwork and recreation time on the computer all call for higher order thinking (Ba et al, 2002;Tünzün, 2007).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

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Technology to the Rescue: Appropriate Curriculum for Gifted Students

Zimlich¹

2017

IJLTER

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Abstract. An appropriate curriculum for students who are gifted will meet their learning needs and motivate them to stay engaged in the learning process. In an effort to provide an appropriate curriculum for gifted students, one possibility is to provide a behavior trap. Behavior traps are learning activities that entice students to engage due to interest in the content or activity itself. Behavior traps motivate because they are easy to do at first and then reinforce motivation later to encourage continued engagement (Albert & Heward, 1996). Technology can be both a tool to provide a behavior trap and also a behavior trap in and of itself. Students who are gifted benefit when curriculum provides practice with complex topics, critical thinking, self-reflection, creativity, and access to mentors for scaffolding. This is essential for helping students who are gifted to reach their potential. Technology and what can be done with technology in educational settings can provide complexity in differentiated or individualized learning. Students' critical thinking skills and metacognition can be built through problem solving, projects, and simulations enhanced or provided by technology. Students can compare their work with peers in other locations or have access to mentors who might not otherwise be available. Specialized software and equipment can be used to help build academic skills and also develop creativity. Technology can help teachers meet the standards for gifted education programs, but only if teachers choose to implement technology in meaningful ways that meet the needs of students who are gifted.

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Section: Critical Thinking Skillsmentioning

confidence: 99%

Section: Critical Thinking Skillsmentioning

confidence: 99%

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Zimlich¹

2017

IJLTER

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“…A body of research is developing about technology in education. Student issues include access to technology (Ba et al, 2002;Neuman & Celano, 2006), use of technology (Neuman & Celano, 2006), attitudes toward technology (Boon, Fore, & Rasheed, 2007;Dove & Zitkovich, 2003;Johnsen, Witte, & Robins, 2000), technology's impact on achievement and motivation (Abelman, 2007;Boon et al, 2007;Siegle & Foster, 2001), and the potential for technology to meet students' individual learning needs (Boon et al, 2007;Siegle & Foster, 2001). For teachers, issues include their attitudes toward technology, factors influencing technology use, on-going training, and the impact of technology on pedagogy (Mueller, Wood, Willoughby, Ross, & Specht, 2008).…”

Section: Review Of the Literaturementioning

confidence: 99%

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective

Zimlich

2015

JITE:IIP

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“…Reitera-se que o autoconceito (Delisle, & Berger, 1990) e a motivação (Figg, & cols., 2012) como fatores internos e a família (Abelman, 2006) e a escola (Ourofino, & cols., 2011) e os pares (Reis, & McCoach, 2000) como fatores externos têm sido considerados os principais fatores associados às dificuldades apresentadas pelos UGs. Assim, a apresentação e a discussão dos demais resultados serão feitas com base nessas variáveis.…”

Section: Underachieving Gifted: Um Estudo De Casounclassified

“…Esses ambientes são caracterizados por estilos parentais inconsistentes e conflitos (Reis, & McCoach, 2000). Como relação à dinâmica familiar, de acordo com Abelman (2006), os pais do UGs, além de tenderem a ter práticas parentais mais incongruentes, demonstram menos afeto positivo do que os pais dos alunos não UGs e são mais punitivos.…”

Section: Introductionunclassified

Uma análise bioecológica do baixo desempenho escolar de estudantes com dotação intelectual

Oliveira

Barbosa

2015

Psicol. Esc. Educ.

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ResumoPara analisar fatores relacionados ao baixo desempenho escolar de alunos com dotação intelectual (underachieving), foi realizado um estudo bioecológico. Na primeira etapa, informações de um banco de dados de um programa de dotação foram utilizadas para rastrear esses estudantes.Foram identificados dois alunos que atingiram o percentil 95 ou superior em um teste padronizado de raciocínio e possuíam nota média inferior à média escolar. Um deles participou da segunda etapa e também indicou integrantes significativos de seu microssistema -familiar, colega da sala de aula e educador -para serem entrevistados. Baixa motivação para aprender parece ser a principal explicação da discrepância entre capacidade intelectual e desempenho escolar. Há evidências de que o currículo escolar e a família não têm sido capazes de promover motivação intrínseca para aprender. As limitações, especialmente aquelas relacionadas ao conceito de underachieving, e as implicações do estudo são apresentadas no artigo. Palavras-chave:Superdotados; baixo rendimento escolar; inteligência. A bioecological analysis of underachieving gifted students AbstractTo analyze factors related to underachievement of intellectually gifted students, a study based on the Bioecological Theory was conducted. Firstly, information from a database of a gifted identification program was utilized to screen these students. Two students were identified. They reached 95 percentile or upper in the BPR-5 or in one of their subtests and had an average grade below the school´s average. One of the students participated in the second phase. One family member, one peer and one educator -who best knew the student -were identified by the student and participated in a semi-structured interview. Low motivation to learn was the main obstacle to unlocking the student´s potential. There is evidence that the school curriculum and family of the student have not been able to motivate the student to learn. The limitations, especially those related to the concept of underachieving gifted, and implications of the study will be analyzed.Keywords: Gifted; academic failure; intelligence. Un análisis bioecológico del bajo desempeño escolar de estudiantes con dotación intelectual ResumenPara analizar factores relacionados al bajo desempeño escolar de alumnos con dotación intelectual (underachieving), se realizó un estudio bioecológico. En la primera etapa, informaciones de un banco de datos de un programa de dotación fueron utilizadas para rastrear esos estudiantes. Se identificaron dos alumnos que atingirán el percentil 95 o superior en un test estandarizado de raciocinio y poseían nota media inferior a la media escolar. Uno de ellos participó de la segunda etapa y también indicó integrantes significativos de su microsistema -familiar, compañero de clase y educador -para ser entrevistados. Baja motivación para aprender parece ser la principal explicación de la discrepancia entre capacidad intelectual y desempeño escolar. Hay evidencias de que el currículo escolar y la familia no han sido ca...

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Fighting the war on indecency:Mediating TV, internet, and videogame usage among achieving and underachieving gifted children

Cited by 22 publications

References 54 publications

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective

Uma análise bioecológica do baixo desempenho escolar de estudantes com dotação intelectual

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