Saudi Teachers’ Perspectives of the Impact of Using Technology in Gifted and Talented Classrooms

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Abdullah Hamoud Abdullah Alshehri

Abstract

It generally agreed that technology skills are a necessity for education and career success. However technology is always evolving and so the development of students’ skills in technology use is an ongoing endeavor. Partnership for 21st Century Skills and the International Society for Technology in Education standards urge teachers to assist students to develop skills to adapt to changing workplace environments. Such skills are reflected in the standards for teacher preparation embedded in the National Association for Gifted Children program. Previous descriptive research has been conducted on what is taking place in classrooms, but the findings are often limited to a set or compilation of activities. This multi-case phenomenological study applying qualitative research paradigms was conducted on seven teachers (from Asir in south Saudi Arabia) of gifted students to investigate how used technologies with the students and fostered the development of 21st century skills. Teachers were selected for this case study based on their reputations as skilled technology users with students, particularly during COVID19 pandemic. Data were collected via teachers’ lesson plans, semi-structured interviews, and researcher observations. A thematic analysis of the data was then conducted. This study found that teachers’ uses of technologies for learning with gifted students is influenced by several factors including teacher attitude towards technology use, level of expertise, and access to resources and support. Also of influence were pedagogical decision making in relation to technology applications, and the characteristics of the student group using the technology.

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