An Investigation into the Views of Gifted Children on the Effects of Computer and Information Technologies on Their Lives and Education
In this study, too, an attempt was made to reveal the
place and effects of information technologies on the lives and
education of gifted children based on the views of gifted. To this end,
the effects of information technologies on gifted are general skills,
technology use, academic and social skills, and cooperative and
personal skills were investigated. These skills were explored
depending on whether or not gifted had their own computers, had
internet connection at home, or how often they use the internet,
average time period they spent at the computer, how often they
played computer games and their use of social media.
The study was conducted using the screening model with a
quantitative approach. The sample of the study consisted of 129
gifted attending 5-12th classes in 12 provinces in different regions of
Turkey. 64 of the participants were female while 65 were male. The
research data were collected using the using computer of gifted and
information technologies (UCIT) questionnaire which was developed
by the researchers and given its final form after receiving expert
As a result of the study, it was found that UCIT use improved
foreign language speaking skills of gifted, enabled them to get to
know and understand different cultures, and made use of computer
and information technologies while they study. At the end of the
study these result were obtained: Gifted have positive idea using
computer and communication technology. There are differences
whether using the internet about the ideas UCIT. But there are not
differences whether having computer, inhabited city, grade level,
having internet at home, daily and weekly internet usage durations,
playing the computer and internet game, having Facebook and
Twitter account about the UCIT.
UCIT contribute to the development of gifted vocabulary, allows
knowing and understand different cultures, developing foreign
language speaking skills, gifted do not give up computer when they
do their homework, improve their reading, listening, understanding
and writing skills in a foreign language.
Gifted children want to have transition to the use of tablets in
education. They think UCIT facilitates doing their homework,
contributes learning more information in a shorter time. They'd like
to use computer-assisted instruction programs at courses. They think
they will be more successful in the future if their computer skills are
good. But gifted students prefer teacher instead of teaching with
computers and they said that learning can be run from home without
going to school.
 Gee, J. P. (2003). What video games have to teach us about learning and
literacy. New York: Palgrave.
 Malone, T. W., &Lepper, M. R. (1987). Making learning fun: A
taxonomy of intrinsic motivation for learning. In R. E.
 Reynolds, R., &Caperton, I. H. (2011). Contrasts in student engagement,
meaning-making, dislikes, and challenges in a discovery-based program
of game design learning. Educational Technology Research and
Development, 59, 267 – 289
 Prensky, M. (2001). Digital Natives, Digital Immigrants. On the
Horizon, 9(5), 1–6.
 Pedro, F. (2006). The new millennium learners: Challenging our views
on UCIT and learning. OECD-CERI. Retrieved from
 Lewis, J. D. (1998). How the Internet expands educational options.
Teaching Exceptional Children, 30(5), 34–41.
 Morgan, T. D. (1993). Technology: An essential tool for gifted and
talented education. Journal for the Education of the Gifted, 16, 358–371.
 Poftak, A. (1998). Technology and gifted education: A talk with Carol
Wilson. Technology and Learning, 19(4), 14.
 Renzulli, J. S., & Reis, S. M. (1997) Theschoolwide enrichment model:
A how-to guide for educational excellence (2nd ed.). Mansfield Center,
CT: Creative Learning Press.
 Sais, J. (1996). Technology: Tools to enhance learning. Communicator,
 Washington, M. F. (1997). Real hope for the gifted.Gifted Child Today,
 Jones, G. (1990). Personal computers help gifted students work smart
(ERIC Document Reproduction Service No. E483). Retrieved
September 15, 2000 from the World Wide Web:
 Riley, T., & Brown, M. (1997). Computing for clever kids: The future is
what we make it.Gifted Child Today, 20(5), 22–29.
 Bulls, M. R., & Riley, T. L. (1997).Weaving qualitatively differentiated
units with the World Wide Web.Gifted Child Today, 20(1), 20–27, 50.
 Gallagher, J. J., & Gallagher, S. A. (1994). Teaching the gifted child.
Boston: Allyn and Bacon.
 Clark, B. (1997). Growing up gifted (5th ed.). Columbus, OH: Merrill.
 Hertzog, H. S. (1996). The software explosion. Communicator, 27(2)
 Leu, D. J., Jr. (in press). The new literacies: Research on reading
instruction with the Internet and other digital technologies. In S. J.
Samuels & A. E. Farstrup (Eds.), What research has to say about reading
instruction. Newark, DE: International Reading Association.
 Leu, D. J., Jr. (2003, May). Keynote address. University of Connecticut
2003 EdTech Forum, Storrs.
 Bigum, C., Durrant, C., Green, B., Honan, E., Lankshear, C., Morgan,
W., Murray, J., Snyder, I., & Wild, M., (1997). Digital rhetoric’s:
Literacies and technologies in education: Current practices and future
directions. Retrieved January 1, 2004, from http://www.gu.edu.au/
 Bekele, T. A. (2010). Motivation and satisfaction in Internet-supported
learning environments: A review. Educational Technology.
 Adams, C. M., & Cross, T. L. (2000). Distance learning opportunities
for academically gifted students. Journal of Secondary Gifted Education,
 Krupnick, K. (1997). The Internet and gifted students: Making the
connections. Communicator, 28(2), 18.
 Mann, C. (1994). New technologies and gifted education. Roeper
Review, 16, 172–176.
 Maker, J., & Neilson, A. (1982). Curriculum development and teaching
strategies for gifted learners. Austin, TX: PRO-ED.