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

Zimlich, Susan L

doi:10.28945/2209

Cited by 14 publications

(10 citation statements)

References 94 publications

(264 reference statements)

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“…This body of knowledge is not new to pandemic times. Much of the existing work has recognised strengths; it frequently applies multidisciplinary perspectives, multiple methods, and a crossnational perspective which we would expect to take up in lockdown times (Kong and Song, 2014;Zimlich, 2015;Bhakta and Dutta, 2016). Some studies draw attention to the role of the government, social norms, and future directions (Buckenmeyer, 2010;DeCoito and Richardson, 2018;Raja and Nagasubramani, 2018).…”

Section: Current Research On the Impact Of New Technologies On Learningmentioning

confidence: 99%

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

Godber

Atkins

2021

Front. Educ.

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The phenomenon of the Covid-19 lockdown in New Zealand during 2020 enabled two Higher Education (HE) lecturers to reflect on grappling with new technologies, changes in lifestyle and livelihoods, and the impact that social isolation had on Bachelor of Sport and Recreation (BSR) students as they shifted to emergency “remote” teaching and learning. This paper presents personal narratives, authored collaboratively by lecturers Anna and Hana (pseudonyms), engaging with a socio-ecological systems framework. The systems framework presents a layered, multi-faceted approach to reveal the complexity of the impacts of Covid-19 on HE teaching and learning. In-depth analysis of the microsystems, mesosystems, and macrosystems making up their systems framework, serve to highlight specifically how Anna and Hana interpreted their own and their university students’ responses to the unprecedented measures imposed on their lifestyle (home), livelihood (employment), and HE experience (online learning). By applying an autoethnographic methodology, this paper acknowledges and celebrates the lecturers’ subjectivity, emotionality, and influence on the presented research. As educators, their critical self-reflections are authentic and timely, expressing key concerns and considerations, while searching for optimal solutions to deliver equal and equitable learning opportunities for all students. A unique characteristic of this phenomenon was the inability (due to COVID-19 restrictions) of students who learn through practical contexts, to enact kinesthetically in a meaningful manner, and the subsequent implications on their learning. This paper presents a snippet of the lecturers’ reflective practice, co-constructed from recollections, memories, and anecdotal evidence, against a backdrop of current Covid-19 research on the effects of the pandemic, on teaching and learning globally. Whilst this paper sheds light on the experiences of two HE lecturers during the COVID-19 lockdown, a collection and analysis of “student” voice, is recommended. This paper concludes that a collaborative autoethnographic approach during exceptional circumstances, such as natural disasters, pandemics, and other disruptive situations, provides an opportunity for professional self-observation and self-reflective practice that is mutually beneficial, and empowering. These insights provide shared critical knowledge to sustain achievement while averting negative impacts, for students and lecturers alike.

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Section: Current Research On the Impact Of New Technologies On Learningmentioning

confidence: 99%

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

Godber

Atkins

2021

Front. Educ.

View full text Add to dashboard Cite

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“…Similarly, Martin et al (2010) state that effective educational technologies depend on professional development programs and ongoing support. Zimlich (2012) declares that exposure to more experienced people in terms of technology will increase the success of other teachers when it comes to using technology, thanks to local support structures such as mentorship. It has been shown that ensuring the time, proximity, responsiveness, and availability of support structures makes a difference for teachers.…”

Section: Discussionmentioning

confidence: 99%

Technology-based professional development program: Experiences of science teachers

Elmalı

Kıyıcı

2022

Journal of Educational Technology and Online Learning

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This study aimed to evaluate science teachers of gifted students who participated in a technology-based professional development program, how could be used the applications they learned in the program, and their use area for the gifted education. The case study was carried out with ten science teachers of gifted students. The data were gathered via interviews and open-ended forms and analyzed with the content analysis method. The findings showed that teachers stated that the program was beneficial for their professional development because of increasing the use of digital technology tools and their awareness of the opportunities for gifted education. Also, they became aware of using the applications for enrichment, supporting the class, evaluating, and integrating into the project-based learning process in science lessons. Another finding was that participants' evaluations of the program offered the advantage of providing communication and mentoring opportunities with the university and contributing to their professional development. Research Article

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“…The technology-based classroom has come to help remove the ineffective and outdated methods of teaching and techniques by giving teachers the chance to plan a curriculum according to the differentiation instruction (Mulrine, 2007). In terms of its use in the classroom, not all technology upholds the purpose of the curriculum, but teachers maneuver to introduce technology into their classroom to help support teaching and learning (Zimlich, 2015). A digital tool such as Google Docs provides a scholar with a chance to work on a writing task collaboratively with their colleagues in distant locations (Eckstein, 2009).…”

Section: Integrating Technology Into the Classroommentioning

confidence: 99%

The opinion of ELT students on technology-based classroom approach

Kazu¹

2021

FELT

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Technology integration into the classroom has been a growing area of research for more than two decades but both qualitative and quantitative studies in this area revealed varied effects on the use of technology in the classes. The opinions of students can probably affect the use of technology in a class. This study, therefore, aims to investigate the opinions of ELT students about a technology-based classroom via a Likert scale survey. A total of 303 ELT students from a state university in Turkey participated in the study conducted in the 2019-2020 academic year. The outcome of this study established that students' opinions about a technology-based classroom are mostly positive. Furthermore, the use of a technology-based classroom is not common due to challenges such as inadequate technology-based classrooms, insufficient information about the use of the various types of devices and programs, lack of courses for the effective training of teachers, and limited knowledge of students on how to use this approach. The study also offers suggestions about using the technology-based classroom with modern technological tools and materials and its implementation in ELT settings in universities.

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

Abstract: ABSTRACT

Cited by 14 publications

References 94 publications

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

Technology-based professional development program: Experiences of science teachers

The opinion of ELT students on technology-based classroom approach

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