International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(2) 210-225

Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students

Serkan Demir

pp. 210 - 225   |  DOI: https://doi.org/10.29329/ijpe.2022.431.14   |  Manu. Number: MANU-2012-05-0001.R2

Published online: April 01, 2022  |   Number of Views: 31  |  Number of Download: 104


Abstract

The aim of this study is to determine the effect of writing education carried out according to the self-regulation strategy development model on the self-regulation writing skills, self-efficacy perceptions, and creative thinking skills of gifted and talented students. In this study, a pre-test and post-test design with a control group was utilized, which is among the experimental designs. The study group consisted of 42 students aged 10-11 years who were diagnosed as gifted and talented and were studying at the same science and art center in Istanbul. In this research, the Self-Regulated Writing Scale, Self-Efficacy Writing Scale, and Torrance Tests of Creative Thinking Figural Form A were applied. Information about the scales is presented. Within the scope of the study, a 6-stage self-regulated strategy development model was enhanced with Web 2.0 digital tools for gifted and talented students. The research showed that writing instruction focused on the creation of self-regulation strategies reinforced with Web 2.0 resources had a beneficial impact on self-regulation writing skills, perceptions of self-efficacy, and the creative thinking skills of gifted and talented students.

Keywords: Technology, Self-Regulated Writing, Writing Self-Efficacy, Gifted and Talented Students


How to Cite this Article?

APA 6th edition
Demir, S. (2022). Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students . International Journal of Progressive Education, 18(2), 210-225. doi: 10.29329/ijpe.2022.431.14

Harvard
Demir, S. (2022). Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students . International Journal of Progressive Education, 18(2), pp. 210-225.

Chicago 16th edition
Demir, Serkan (2022). "Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students ". International Journal of Progressive Education 18 (2):210-225. doi:10.29329/ijpe.2022.431.14.

References
  1. Aktamış, H,& Ergin, Ö . (2006). Fen eğitimi ve yaratıcılık. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (20).77-83 [Google Scholar]
  2. Albertson, L. R. & Billingsley, F. F. (2001). Using strategy instruction and self-regulation to improve gifted students' creative writing. Prufrock Journal, 12(2), 90-101.  [Google Scholar]
  3. Aslan, A.E. (2001). Torrance yaratıcı düşünce testinin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19-40. [Google Scholar]
  4. Ataman, A. (1998). Üstün zekalılar ve üstün yetenekliler, Anadolu Üniversitesi, Açık Öğretim Fakültesi Yayınları, No: 561.  [Google Scholar]
  5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York: Prentice-Hall, [Google Scholar]
  6. Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38, 477-490.  [Google Scholar]
  7. Başer, N. & Ersoy, E. (2009). The creative thinking levels of students at sixth class of primary education. The Journal of International Social Research, 2(9), 128-137. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  8. Chaffee, J., McMahon, C. &Stout, B. (2004). Critical thinking,thougtful writing: A Rhetoric with Readings. North Way: CengageLearning. [Google Scholar]
  9. Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176.  [Google Scholar]
  10. Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.  [Google Scholar]
  11. Davis, G. (2006). Gifted children and gifted education. A Handbook for teachers and parents. Scottsdale: Great Potential Pres. [Google Scholar]
  12. Davis, G. A. & Rimm, S. B. (2004). Education of the gifted and talented. Boston:Allyn & Bacon. [Google Scholar]
  13. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687.  [Google Scholar]
  14. Dole, S. (2000). The Implications of the risk and resilience research for gifted students with learning disabilities. Roeper Review. 23(2),91-96 [Google Scholar]
  15. Fetzer, E. (2000). The gifted/learning-disabled child: A guide for teachers and parents. Gifted Child Today. 23(4), 44–50. [Google Scholar]
  16. Fischer, K. L. (2002). Learning to write in elementary school: development of self-regulated writing in six young writers. Unpublished doctoral dissertation, University of Maryland College Park. [Google Scholar]
  17. Friend, M. (2006). Special education contemporary perspectives for school professionals. Boston: Pearson [Google Scholar]
  18. Fox, L.C.C., (2014). Effects of technology on literacy skills and motivation to read and write. Education and Human Development Master's Theses. Paper 522 [Google Scholar]
  19. Gargiulo,R. (2006). Special education in contemporary society. An Introduction to exceptionality. Belmont: Thomson Wadsworth. [Google Scholar]
  20. Glaser, C. & Brunsteın, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures, Journal of Educational Psychology, 99 (2), 297-310  [Google Scholar]
  21. Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3-12.  [Google Scholar]
  22. Graham S, Berninger V, Fan W. (2007). The structural relationship between Writing attitude and writing achievement in young children. Contemporary Educational Psychology. 2007; 32:516–536 [Google Scholar]
  23. Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and motivation of struggling young writers: The effects of self-regulated  strategy  development.  Contemporary  Educational  Psychology,  30,207–241 [Google Scholar]
  24. Hair, J., Black, W., Babin, B. ve Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, Prentice-Hall, NJ, USA [Google Scholar]
  25. Hernández-Torrano, D., Prieto, M. D., Ferrándiz, C., Bermejo, R., & Sáinz, M. (2013). Characteristics leading teachers to nominate secondary students as gifted in Spain. Gifted Child Quarterly, 57, 181-196.  [Google Scholar]
  26. Keskin Ö.M., Samancı Keskin, N., Aydın, S. (2013). Bilim ve sanat merkezleri: Mevcut durumları, sorunları ve çözüm önerileri. Üstün Yetenekliler Eğitimi Araştırmaları Dergisi 1(2), üstün Sayı, 78-96. [Google Scholar]
  27. Lane, K. L., Graham, S., Harris, K. R., Little, M. A., Sandmel, K., & Brindle, M. (2010). Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties. Journal of Special Education, 44(2), 107–128.  [Google Scholar]
  28. Macintyre, C. (2008). Gifted and Talented Children 4-11. Oxford: Routledge. [Google Scholar]
  29. Mann, E. L., Mann, R. L., Strutz, M. L., Duncan, D., & Yoon, S. Y. (2011). Integrating engineering into K-6 curriculum: developing talent in the STEM disciplines. Journal of Advanced Academics, 22(4), 639-658.  [Google Scholar]
  30. Mason, L. H., Snyder, H. K., Sukhram, D. P., & Kedem, Y. (2006). Self-regulated strategy development for expository reading comprehension and informative writing: Effects for nine 4th-grade students who struggle with learning. Exceptional Children, 73, 69-89.  [Google Scholar]
  31. MEB.(2013). Özel yetenekli bireylerin eğitimi strateji ve uygulama klavuzu. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara  [Google Scholar]
  32. MEB Yönergesi, (2015). Bilim Ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara  [Google Scholar]
  33. MEB Yönergesi, (2016). Bilim Ve Sanat Merkezleri Yönergesi. Özel Eğitim Rehberlik Hizmetleri Genel Müdürlüğü. Ankara [Google Scholar]
  34. Müldür, M. (2017). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara [Google Scholar]
  35. Nichols, M. (2002). Principles of best Practice for 21st century education. Journal of Educational Technology and Society. 5 (2) 1-14 [Google Scholar]
  36. Özerbaş M.A. (2011). Yaratıcı düşünme öğrenme ortamının akademik başarı ve bilgilerin kalıcılığa etkisi. Gazi Eğitim Fakültesi Dergisi, 31(3), 675-705.  [Google Scholar]
  37. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.  [Google Scholar]
  38. Petersen-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7, 39–62.  [Google Scholar]
  39. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press.  [Google Scholar]
  40. Plucker, J.& Collaban, C.(2008). Critical issues and practices in gifted education. what the research says.Texas: Prufrock Press. [Google Scholar]
  41. Pyryt, M. C. (2009). Recent developments in technology: Implications for gifted education. InL. V. Shavinina (Eds.) International handbook on giftedness. Dordrecht: Springer. [Google Scholar]
  42. Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006. Chesapeake, VA: AACE.  [Google Scholar]
  43. Sak, U. (2010). Üstün zekalılar: özellikleri tanılanmaları eğitimleri. Ankara: Maya Akademi.  [Google Scholar]
  44. Sadler, B. & Asaro, K. (2007). Increasing story quality through planning and revising effects on young writers with learning disabilities. Learning Disability Quarterly, 30 (4), 223-234. [Google Scholar]
  45. Shavinina, L. V. (2009). High intellectual and creative educational multimedia technologies for the gifted. In L. V. Shavinina (Eds.) International handbook on giftedness. Dordrecht: Springer.  [Google Scholar]
  46. Siegle, D. (2015). Technology: Learning Can Be Fun and Games. Gifted Child Today,38 (3): 192-197 [Google Scholar]
  47. Silverman, L. K. (2002). Asynchronous development. The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.  [Google Scholar]
  48. Tracy, B., Reid, R. & Graham,S. (2009). Teaching young students strategies for planning and drafting stories: the ımpact of self-regulated strategy development. The Journal of Educational Research, 102 (5), 323-331.  [Google Scholar]
  49. Torrance, E.P. (1996). Torrance tests of creative thinking : Norms technical manual. Personnel Press Inc.: LM.  [Google Scholar]
  50. Uygun, M.  (2012). Öz düzenleme  stratejisi  gelişimi  öğretiminin  yazılı  anlatıma,  yazmaya yönelik  öz düzenleme becerisine, kalıcılığa ve tutuma etkisi. Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara [Google Scholar]
  51. Uygun, M., Aktürkoğlu, B. & Dedeoğlu, H. (2014).Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine ve tutuma etkisi. International Journal of Social Science 28, 131-156 [Google Scholar]
  52. Ülger, B. B., & Çepni, S. (2017). Üstün yeteneklilerde STEM eğitimi. Kuramdan Uygulamaya STEM Eğitimi. Ankara: Pegem.  [Google Scholar]
  53. Ünlü, S., Önder, R., & Müldür, M. (2016). Yazma becerisi öz yeterlik ölçeğinin geçerlik ve güvenirlik çalışması. XV. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu, Sıtkı Koçman Üniversitesi, Muğla. [Google Scholar]
  54. Yousaf, Z., & Ahmed, M. (2013). Effects of sms on writing skills of the university students in Pakistan (A case study of University of Gujrat). Asian Economic and Financial Review, 3(3), 389  [Google Scholar]
  55. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation . USA: Academic.  [Google Scholar]
  56. Zimmerman, B. J. (2002). Developing self-regulated learners beyond achievement to self-efficacy, Washington: American Psychological Association [Google Scholar]
  57. Zumbrunn, S.&Bruning, R. (2012). Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development. Reading and Writing, 1-20. [Google Scholar]