Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia

Khlood K. Alshareef, Marcia B. Imbeau and Waheeb S. Albiladi

Gifted and Talented International, 2022, vol. 37, issue 1, 64-82

Abstract: For gifted and talented students, differentiated instruction is a significant teaching approach to ensure that each student’s needs and abilities are met. Research shows that technology can be used to facilitate the differentiation practices. This study aimed to explore the perceptions of Saudi teachers about using technology to differentiate instruction with gifted and talented students. The participants included Saudi teachers who are using technology as a tool to differentiate the instruction for gifted students. The findings indicated that technology is used to differentiate classroom instruction in different ways and for different purposes. Several academic and instructional benefits of using technology to differentiate instruction were reported, and the challenges that teachers encounter when applying differentiation through technology were identified.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/15332276.2022.2041507 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:ugtixx:v:37:y:2022:i:1:p:64-82

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/ugti20

DOI: 10.1080/15332276.2022.2041507

Access Statistics for this article

Gifted and Talented International is currently edited by Sheyla Blumen

More articles in Gifted and Talented International from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().