Leveraging digital technologies for (re)engaging gifted students in the middle years

Abstract

Recent research has identified that gifted middle years students are becoming increasingly disengaged in Australian classrooms, and as a result their potential is being lost. Evidence suggests that there are substantial patterns of underachievement among gifted middle years students which can lead to disengagement from school. Middle school is a pivotal time to for the onset of underachievement in gifted students. Online digital technologies offer promising opportunities to address this underachievement and disengagement to support personalised learning which enhances gifted learners’ schooling experiences and outcomes. Neihart and Betts’ (2010) six Profiles of the Gifted and Talented, provide one way of viewing some of the unique characteristics and ways of learning for this heterogenous population. This article uses these six profiles and strategically maps them to digital technologies, which can be used to (re)engage gifted students in the classroom; potentially addressing underachievement for middle years gifted learners. The article concludes by providing some key connections between gifted student profiles and digital technologies which can be used to empower teachers in their classroom practice to effectively support and (re)engage gifted middle years learners.