However, learning through ICT may disappoint, frustrate and even limit gifted and talented student learning, for ICT on its own cannot make learning more engaging and meaningful. Examples provided describe how learning through ICT can facilitate: connections with “like minds” in-depth understandings through interactions with unrestricted “information surfaces” cognitive challenge through explorations of new ways to manipulate information deep thinking that challenges our perspectives about society, and authentic explorations of cyber ethics. Can learning through Information Communication Technology (ICT) allow us to achieve educationally that which we found difficult to do for gifted students without ICT? Can learning through ICT help us to “escape the shadow”? ICT is shown to be potentially powerful technology for introducing cognitive rigour and challenge, and for differentiation of content, process, product and learning environment practices congruent with the principles of effective practice for gifted and talented students.
Educators must first ask themselves “What do gifted and talented students need to know, do and think?” and then explore “What do they experience?” Oftentimes, we find that between the idea of what they need, and the reality of what they experience “falls the shadow”. Providing educational programmes appropriate to the needs of gifted and talented students has been found challenging.
COMMUNICATION: LIKE MINDS, BLOGS AND I SEEK YOU. 5 CAN ICT ASSIST GIFTED AND TALENTED STUDENT COGNITION?.4 EFFECTIVE PRACTICE FOR GIFTED AND TALENTED STUDENTS.3 POWERFUL TOOLS: HOW MIGHT THE RUBBER BAND HELP US ESCAPE THE SHADOW?.
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