Olgu Sunumu
BibTex RIS Kaynak Göster

The Importance of Technology in the Education of Gifted in the Context of 21st Century Skills

Yıl 2022, Cilt: 10 Sayı: 19, 18 - 25, 23.04.2022
https://doi.org/10.18009/jcer.1061877

Öz

Gifted students have unique educational needs due to their superior cognitive skills. In other words, gifted students learn faster, deeper and consistent than their normally developing peers. Besides, creativity is one of the most important features of gifted students. Thus the properties of gifted students should be taken into account while planning their curriculum. Furthermore, due to rapid changes in science and technology, 21st century requires some new skills such as collaboration, communication, Information and Communication Technology literacy, and social and/or cultural competencies. In this context, educators should create learning environments that enable the gifted students to produce divergent thoughts and unusual solutions to global problems. This paper aims to discuss the change in educational sciences and how this change reflects to the learning process of gifted students to reach 21st century skills. The appropriate techniques used in gifted education in order to develop required new skills are reviewed.

Kaynakça

  • Ataman, A. (2005). Üstün zekâlı ve üstün yetenekli çocuklar [Gifted and talented children]. Ayşegül Ataman (Ed.), In Özel Eğitime Giriş (p.173-195). Ankara: Gündüz.
  • Aydede, M. N., & Kesercioğlu, T. (2012). The effect of active learning applications on students’ self-learning skills. Hacettepe University Journal of Education, 43(43), 37-49.
  • Barfield, A. (2016). Collaboration. Elt Journal, 70(2), 222-224.
  • Bialik, M., Fadel, C., Trilling, B., Nilsson, P., & Groff, J. (2015). Skills for the 21st century: What should students learn. Boston: Centre for Curriculum Redesign.
  • Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11 (3), 1-16.
  • Eryandi, K. Y. & Nuryanto, A. (2020). 21st century skills of life career skills in productive learning of vocational high school of technical expertise engineering in Yogyakarta city. American Journal of Educational Research, 8(7), 480-484.
  • Fox, M. O. (2011). Implementıng 21st century skills, A paradox in a traditional world of education? (Unpublished Doctoral Dissertation). College of Saint Elizabet, New Jersey.
  • Hollingworth, L. S. (1942). Children above IQ 180: origin and development. New York.
  • Kaya, N, G. & Tortop, H, S. (2020). Attitudes and opinions of counselors about education of gifted students. International Journal of Evaluation and Research in Education, 9(4), 1017-1024.
  • Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1-11.
  • Kylonen, P. C. (2012, May). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?. Thinking Skills and Creativity, 22, 273-288.
  • Loveless, A. (2002). Literature review in creativity, new technologies and learning. Report 4: A report for NESTA Futurelab. Retrieved from http://www.nestafuturelab.org/research/reviews/cr01.htm
  • Marland, S. P. (1972). Education of gifted and talented. W.D.C.: US Office of Education.
  • Nugent, S. A. (2001). Technology and the gifted: Focus, facets, and the future. Gifted Child Today, 24(4), 38-45.
  • O’Connor, J. & McDermott, I. (1997). The art of systems thinking. England: Thorsons.
  • Özkan-Elgün, İ. (2021). Analysis of the 8th grade english course in terms of 21st century skills. (Unpublished master’s thesis). Ufuk University, Ankara.
  • Partnership for 21st Century Learning (P21) (2015). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
  • Pearlman, B. (2010). Designing new learning environments to support 21st century skills. In 21st century skills: Rethinking how students learn. Bellanca, J. A. & Brandt, R. (Eds.). (p. 116-147) Solution tree press.
  • Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169.
  • Renzulli, J. (1986). The three ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 51-92). New York: Cambridge University Press.
  • Senemoğlu, N. (1999). İlköğretimde etkili öğretme ve öğrenme el kitabı: öğrenme ürünleri ve öğretimi. [Effective teaching and learning handbook in primary education: learning products and teaching]. S. Demirel Üniversitesi Burdur Eğitim Fakültesi Yayınları, Burdur.
  • Silva, E. (2009). Measuring skills for 21st century learning. The Phi Delta Kappan, 90(9), 630– 634.
  • Sungur, N. (1997). Yaratıcı düşünce [Creative thinking]. İstanbul: Evrim.
  • Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Trilling, B., & Fadel, C. (2009). 21st century: learning for life in our times. San Fran: Jossy-Bass.
  • Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. New York: Basic Books.
  • Warne, R. T. (2019). An evaluation (and vindication?) of Lewis Terman: What the father of gifted education can teach the 21st century. Gifted Child Quarterly, 63(1), 3-21.
  • Zimlich, S. (2017). Technology to the rescue: Appropriate curriculum for gifted students. International Journal of Learning, Teaching and Educational Research, 16(9), 1-12.

The Importance of Technology in the Education of Gifted in the Context of 21st Century Skills

Yıl 2022, Cilt: 10 Sayı: 19, 18 - 25, 23.04.2022
https://doi.org/10.18009/jcer.1061877

Öz

Gifted students have unique educational needs due to their superior cognitive skills. In other words, gifted students learn faster, deeper and consistent than their normally developing peers. Besides, creativity is one of the most important features of gifted students. Thus the properties of gifted students should be taken into account while planning their curriculum. Furthermore, due to rapid changes in science and technology, 21st century requires some new skills such as collaboration, communication, Information and Communication Technology literacy, and social and/or cultural competencies. In this context, educators should create learning environments that enable the gifted students to produce divergent thoughts and unusual solutions to global problems. This paper aims to discuss the change in educational sciences and how this change reflects to the learning process of gifted students to reach 21st century skills. The appropriate techniques used in gifted education in order to develop required new skills are reviewed.

Kaynakça

  • Ataman, A. (2005). Üstün zekâlı ve üstün yetenekli çocuklar [Gifted and talented children]. Ayşegül Ataman (Ed.), In Özel Eğitime Giriş (p.173-195). Ankara: Gündüz.
  • Aydede, M. N., & Kesercioğlu, T. (2012). The effect of active learning applications on students’ self-learning skills. Hacettepe University Journal of Education, 43(43), 37-49.
  • Barfield, A. (2016). Collaboration. Elt Journal, 70(2), 222-224.
  • Bialik, M., Fadel, C., Trilling, B., Nilsson, P., & Groff, J. (2015). Skills for the 21st century: What should students learn. Boston: Centre for Curriculum Redesign.
  • Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11 (3), 1-16.
  • Eryandi, K. Y. & Nuryanto, A. (2020). 21st century skills of life career skills in productive learning of vocational high school of technical expertise engineering in Yogyakarta city. American Journal of Educational Research, 8(7), 480-484.
  • Fox, M. O. (2011). Implementıng 21st century skills, A paradox in a traditional world of education? (Unpublished Doctoral Dissertation). College of Saint Elizabet, New Jersey.
  • Hollingworth, L. S. (1942). Children above IQ 180: origin and development. New York.
  • Kaya, N, G. & Tortop, H, S. (2020). Attitudes and opinions of counselors about education of gifted students. International Journal of Evaluation and Research in Education, 9(4), 1017-1024.
  • Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1-11.
  • Kylonen, P. C. (2012, May). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?. Thinking Skills and Creativity, 22, 273-288.
  • Loveless, A. (2002). Literature review in creativity, new technologies and learning. Report 4: A report for NESTA Futurelab. Retrieved from http://www.nestafuturelab.org/research/reviews/cr01.htm
  • Marland, S. P. (1972). Education of gifted and talented. W.D.C.: US Office of Education.
  • Nugent, S. A. (2001). Technology and the gifted: Focus, facets, and the future. Gifted Child Today, 24(4), 38-45.
  • O’Connor, J. & McDermott, I. (1997). The art of systems thinking. England: Thorsons.
  • Özkan-Elgün, İ. (2021). Analysis of the 8th grade english course in terms of 21st century skills. (Unpublished master’s thesis). Ufuk University, Ankara.
  • Partnership for 21st Century Learning (P21) (2015). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
  • Pearlman, B. (2010). Designing new learning environments to support 21st century skills. In 21st century skills: Rethinking how students learn. Bellanca, J. A. & Brandt, R. (Eds.). (p. 116-147) Solution tree press.
  • Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169.
  • Renzulli, J. (1986). The three ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 51-92). New York: Cambridge University Press.
  • Senemoğlu, N. (1999). İlköğretimde etkili öğretme ve öğrenme el kitabı: öğrenme ürünleri ve öğretimi. [Effective teaching and learning handbook in primary education: learning products and teaching]. S. Demirel Üniversitesi Burdur Eğitim Fakültesi Yayınları, Burdur.
  • Silva, E. (2009). Measuring skills for 21st century learning. The Phi Delta Kappan, 90(9), 630– 634.
  • Sungur, N. (1997). Yaratıcı düşünce [Creative thinking]. İstanbul: Evrim.
  • Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Trilling, B., & Fadel, C. (2009). 21st century: learning for life in our times. San Fran: Jossy-Bass.
  • Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. New York: Basic Books.
  • Warne, R. T. (2019). An evaluation (and vindication?) of Lewis Terman: What the father of gifted education can teach the 21st century. Gifted Child Quarterly, 63(1), 3-21.
  • Zimlich, S. (2017). Technology to the rescue: Appropriate curriculum for gifted students. International Journal of Learning, Teaching and Educational Research, 16(9), 1-12.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Olgu Sunumu
Yazarlar

Nisa G. Kaya 0000-0002-6969-371X

Hüseyin Mertol 0000-0001-8048-0814

Erken Görünüm Tarihi 19 Nisan 2022
Yayımlanma Tarihi 23 Nisan 2022
Gönderilme Tarihi 23 Ocak 2022
Kabul Tarihi 21 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 19

Kaynak Göster

APA Kaya, N. G., & Mertol, H. (2022). The Importance of Technology in the Education of Gifted in the Context of 21st Century Skills. Journal of Computer and Education Research, 10(19), 18-25. https://doi.org/10.18009/jcer.1061877

Creative Commons Lisansı


Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.


Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "