Through the LCD glass: Investigating the experiences of gifted students in a one-to-one laptop classroom

Over recent years we have seen a dramatic infusion of technology into schools and educational settings and as such, technological advances especially those involving mobile computing devices are now an integral aspect of modern education.

Technology may also provide a tool for differentiating learning experiences especially for those students likely to be pioneers in the knowledge economy, namely the gifted.

Support for the identification and education of the gifted is not a new concept.

Its origins run long and deep in many countries and can be traced across and influenced by historical periods such as the Cold War and the Space Race. Despite the long history of gifted education programs there are still many unanswered questions about the impact these programs have and how best to optimise outcomes for the students involved.

Currently there is real push and focus in education circles in Australia that focus on the needs of the individual and the use of differentiation across a whole class to support improved student outcomes. Education Queensland depicts this as the school improvement hierarchy where ultimately when all programs in an education setting align this will enable or trigger the opportunity for differentiated teaching and learning. Furthermore, under the Framework for Gifted Education, all state schools in Queensland are required to meet the learning needs of students who are gifted. The problem becomes apparent at this point of what opportunities can we provide for a gifted learner?

This case study focused on the experiences of gifted students involved in ubiquitous one-to-one laptop classroom where each student has his/her own laptop.

Using activity theory as a conceptual framework, the question explored the extent to which a one-to-one laptop environment interaction with a learning tool be it teacher, computer or peer, build the confidence, autonomy and set in place effective relationships that position the student to achieve enhanced outcomes for gifted students.

"It is really not about the laptops. It's about what the one-to-one laptops enable in terms of new ways of teaching and learning" (Dunleavy, Dextert, & Heinecket, 2007, p. 5) Qualitative data were captured from multiple sources to construct validity. The data for this case study were obtained through interviews, surveys, questionnaires, classroom observations, documents and video recordings. The data was analysed through inductive analytical processes including open coding, creating categories and abstraction.

From the study four broad findings were evident: 1. The needs of gifted students can be supported through a one-to-one laptop program; 2. That the authentic teaching environment is still paramount to the outcomes of teaching and learning; 3. That laptops provide an opportunity for gifted students to customise learning and increase engagement through self-efficacy and management; 4. That laptops are a tool that provide gifted students with the means for greater self-regulation.

The results of this research indicate that participation in a one-to-one laptop classroom can be beneficial to a student's achievement and create rich and positive experiences. However, it is dependent on how the program is structured by the teacher.

This study has added to the sum knowledge about gifted programs involving ICTs and gifted students. Further research is needed into other avenues of teaching that, when combined, provide the very best for gifted students, explicitly the distance travelled by gifted students in the later years of high school education and the impact that laptop and one-to-one learning opportunities and engagement at a primary level had on long terms outcomes.