TECHNOLOGY INTEGRATION FOR THE GIFT LEARNER 1

Technology Integration for the Gifted Learner Capstone Proposal

Tamara Watson

Kennesaw State University

August 2022

Dr. Jason Harron

August 2020
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 2

Capstone Project Proposal

Setting and Context

The setting for the proposed project is at Webb Bridge Middle School (WBMS), in

Alpharetta, Georgia. WBMS is part of the Fulton County School (FCS) system and Alpharetta is

roughly 26 miles north of the Atlanta city center. WBMS is a part of the North Fulton cluster of

schools. It feeds into Alpharetta High School and is the feeder school for Creekview Elementary,

New Prospect Elementary, and Lake Windward Elementary. WBMS is a traditional public

middle school with grades 6th- 8th and some high school courses offered. According to the

Georgia School Grades Report (Governor’s Office of Student Achievement, 2019), Webb Bridge

Middle School is the recipient of the 2019 Single Statewide Accountability System Award

(SSAS) for greatest gains and for being one of the highest performing middle school in Fulton

County based on CCRPI scores. In addition, Webb Bridge Middle School’s overall performance

is higher than 99% of schools in the state and district. In terms of student academic growth,

Webb Bridge Middle School scores higher than 95% of schools in the state and district,

respectively and is “beating the odds”, meaning that it outperforms other schools with similar

characteristics such as demographics, grades served, and enrollment (Governor’s Office of

Student Achievement, 2019). Finally, 88.2% of 8th grade students at WBMS are reading at or

above grade level. Webb Bridge Middle School has approximately 1200 students currently

enrolled, of those, 53% of them are male and 47% are female (Governor’s Office of Student

Achievement, 2019). Currently, the student to teacher ratio that determines class size is roughly

fourteen to one. According to the Georgia School Grades Report (Governor’s Office of Student

Achievement, 2019), 40% of the students who attend Webb Bridge Middle School are White,

making up the predominant ethnicity/ race in the school. The second largest ethnic group at
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 3

WBMS are Asian/ Pacific Islanders making up 35% of the student populace. African American

(Black) students are in the minority and make up 11% of students. Students with disabilities

make up 7% of the student population, and English language learners make up 14% of students

who attend Webb Bridge (Georgia School Grades Report, Pie Chart: Race/ Ethnicity, 2019).

Hispanic students make up 10% of the students who attend Webb Bridge Middle School

(Georgia School Grades Report, Pie Chart: Race/ Ethnicity, 2019). The socioeconomic status of

most families in the Alpharetta community is upper middle class, with a median family

household income of $113, 802 (U.S. Census Bureau, Table: Housing, 2019). This is reflected in

the percentage of students that are considered economically disadvantaged which is only 4% of

the students who attend Webb Bridge (Governor’s Office of Student Achievement, Pie Chart:

Economically Disadvantaged, 2019). Finally, nearly 37% of the WBMS populace is considered

talented and gifted. (Governor’s Office of Student Achievement, Table: Selected Programs,

2019).

There have been various programs and initiatives introduced into Fulton County in recent

years. Specifically, in 2014, Fulton County introduced a 1:1 device program for all students in

middle and high school. Students receive their device through a school level device rollout

program. To parallel the 1:1 device program, FCS launched Student Focused- Learning and

began implementing principles of personalized learning. By 2017, Fulton County implemented

Standards Mastery Framework (SMF) a new curriculum created by teachers to boost CCRPI

scores and mastery of content-specific standards through student-centered learning. Content

specific learning maps and proficiency scales were developed to ensure that students are getting

the same instruction across every student, in every classroom, across all schools. An aspect of the

Standards Mastery Framework that guides our instruction are the questions we address in our
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 4

PLC. These questions are based on Richard Du Four’s PLC model pillars: “what do we expect

students to know?”, “how will we know if they know it?”, “how will we respond when some

students do not learn?”, and “how will we extend and enrich learning for students who have

demonstrated proficiency?” Using the Standards Mastery Framework, Du Four’s four pillars of

PLC’s, and personalized learning principles, Fulton County guarantees that all students will be

college and career ready by the time they graduate.

The focus of this proposal will be based on the last pillar presented: “how will we extend

and enrich learning for students who have demonstrated proficiency?” At the school level,

content-specific PLC’s meet to discuss the data behind those questions, as stated in Webb Bridge

Middle School’s Strategic Plan 2022. Webb Bridge has a large gifted population as compared to

the national average of roughly ~10% or the state average of ~15%. However, according to our

school’s most recent CCRPI Report, our gifted students have shown lackluster growth in targeted

subject-areas, specifically in Social Studies. This indicates that gifted students, who make up

~37% of the student population, are being underserved. As a school with a 1:1 device program

there is ample opportunity for growth. The principles of instructional technology and

professional development programs can be used to train teachers how to use technology to

“extend” and “enrich” the learning of the gifted learner.

Statement of Problem, Need and Rationale (Maximum of 2 - 3 pages)

Problem statement.

Webb Bridge Middle School has a highly gifted population of students making up

roughly 37% of the population. In the 2019- 2020, College and Career Ready Performance

Indicators or CCRPI data, talented and gifted students showed little to no growth in Social

Studies. The problem that will be addressed in this capstone is the underachievement and lack of
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 5

growth shown by gifted and talented students and how teachers can better extend and enrich the

learning of gifted students in the Social Studies classroom. Gifted students have the capacity to

perform at higher depth of knowledge levels than their peers. For TAG students to grow, they

need to participate in activities that activate higher order thinking skills which will, in turn, lead

to higher levels of growth.

Connection to research.

Betsy D. McCoach and Del Seigle (2003) conducted a breakthrough study of the factors

that determine achievement in gifted students. The study found that gifted students must value

the work they are doing in order to be motivated to achieve. The authors concluded, “[…] many

students underachieve because they find no intrinsic or extrinsic benefits to school” (McCoach &

Seigle, 2003, p. 144). They went on to state, if gifted underachievers “neither value the task nor

the outcome, they will not possess the motivation to give the task their best effort” (McCoach &

Seigle, 2003, p. 144). Given the authors’ findings, this capstone will need to address intrinsic and

extrinsic motivations in gifted students and how those factors influence achievement in gifted

students, particularly in Social Studies. There are a few considerations to make based on this

study and the context of this capstone. The primary participants in the study, conducted by

McCoach and Seigle (2003), were high school aged from 28 schools nationwide which differs

from the context of this capstone as it will take place primarily with 6th through 8th grade students

in one school, Webb Bridge Middle School.

In 2007, Kevin Bolinger and Wilson J. Warren conducted a study of elementary and

secondary level teachers in an Indiana school district to examine the teaching strategies that are

employed and preferred amongst the faculty and staff across 19 schools (Bolinger & Warren,

2007). Researchers in this study used a questionnaire to gather data on teacher instructional
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 6

strategy preferences. The study found that the majority of respondents, in both elementary and

secondary levels, chose lecture as their “applied method of instruction” over strategies such as

class projects, worksheets, role play and debate (Bolinger & Warren, 2007). Moreover, the study

also found that 63% of secondary level teachers (middle and high school level) listed lecture as

the most effective and preferred method for teaching social studies as compared to more

constructivist or “active learning” teaching strategies (Bolinger & Warren, 2007). The authors

also concluded from the results that further studies may need to be conducted in order to

“determine whether teacher training adequately prepares teachers for developing and employing

more active and substantive methods in the classroom” (Bolinger & Warren, 2007). The

researchers’ final conclusions in this study are particularly relevant to this capstone as we seek to

understand the reasons why gifted students may or may not be motivated to achieve and its

relationship to the use of more constructivist teaching strategies. Given the context of their study,

I must note that there are a few key differences. Bolinger and Warren’s (2007) study was

conducted over multiple different schools, some suburban and some urban, in one Indiana school

district, Vigo County School Corporation. The study also included participants in elementary,

middle, and high school. This differs from the context of this capstone which will take place in

one school, Webb Bridge Middle School, with middle level educators only.

Kitsantas et al. (2017) conducted a study to “understand how gifted elementary and

middle school students perceived their academic and social-emotional functioning within a gifted

program” (Kitsantas et al., 2017). Researchers divided students into eight focus groups of about

four to ten students per group. Focus group questions were designed to elicit a students’

perceptions and experiences within their gifted program (Kitsantas et al., 2017). Several themes

emerged from the middle school students’ focus group interviews: academic needs, instructional
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 7

needs, and social emotional needs. Of particular interest to this capstone project are the themes

of “academic needs” and “instructional needs.” In terms of instructional needs, researchers found

that academically gifted students valued challenging work experienced in their gifted classes. As

it related to academic needs, the study also found that the majority of students understand the

importance of a differentiated instructional delivery, such as the use of active learning strategies

and they preferred more differentiated forms of instruction over traditional methods (Coleman,

2015; Kitsantas et al., 2017). The authors found that students, namely middle school students,

were dissatisfied when their teacher just “read of the notes” or lectured (Kitsantas et al., 2017).

The findings in this study are aptly relevant to the problem of underachievement in gifted

students as it discusses the desire, as expressed by gifted students, to have more active forms of

learning and personalization. The authors also suggested that future research on this topic should

look at the “intersection between motivational theories and gifted research” (Kitsantas et al.,

2017). Due to McCoach and Siege’s 2007 study on the factors that determine achievement or

underachievement in gifted learners, we must consider intrinsic and extrinsic motivations as a

part of this capstone to address that interaction as discussed by Kitsantas et al. Finally, given the

findings of authors Kitsantas et al, we must address the disconnect between the desire of gifted

students to receive “less” lecture and the findings of Bolinger and Warren (2007) that indicate

the majority of social studies teachers utilizing lecture as their preferred method of teaching

social studies, as opposed to more active learning strategies, that gifted students prefer (Bolinger

& Warren, 2007; Kitsantas et al., 2017).

Proposed intervention/solution.
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At Webb Bridge Middle School, the problem that will be addressed in this capstone is

the underachievement and lack of growth shown by gifted students and how teachers can better

enrich the learning of gifted students in the social studies classroom. For this Capstone Project,

my plan is to address the problem by implementing a professional development program that

addresses active learning and constructivist-based strategies through technology integration in

the social studies classroom. Professional development will be offered to teachers that focuses on

technology integration and how it can be used to promote active learning. With this professional

development, social studies teachers will better be able to address the needs of the gifted learner

such as level of challenge, depth of content, presentation of content, varied instructional

strategies, and motivation as opposed to more traditional teaching methods such as lecture and

the use of worksheets (Bolinger & Warren, 2007; Kitsantas et al., 2017). Technology integration

is at the center of that work as it can help to support constructivist- based learning and active

learning innately. The professional development, I will offer can support that work.

Connection to research.

Researchers Weiling Zhuang and Qian Xiao’s (2018) examined the factors that influence

active learning in technology rich environments. The researchers found that there were positive

relationships between technology use in the classroom and active learning (Zhuang & Xiao,

2018). The study confirmed a beneficial relationship in active learning and technology

integration to motivate students to actively study course materials (Zhuang & Xiao, 2018). This

means that their study found that students where intrinsically motivated to use technology to

learn. The researchers advise, “an important task for educators is to design course material to

contain pragmatic and enjoyable technologies to encourage active learning, which in turn leads

to expected learning outcomes and a positive learning experience” (Zhuang & Xiao, 2018).
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 9

There are few considerations to note in this study as it compares to context of this capstone. The

study was conducted with undergraduate students enrolled in business classes at two universities

in the southern United States. This context of this capstone focuses on middle level students ages

ranging ~ 10- 16 in one school Webb Bridge Middle School.

Researchers Michael Shriner et al. (2010) conducted a study that sought to determine to

extent “perceived confidence, competence, and resultant content-specific self- efficacy could be

altered as a result of workshops [professional development] toward technology in the social

studies classroom” (Shriner et al, 2010). The workshops conducted in this study had

participants, social studies teachers, in a professional development school participate in creating

a virtual field trip exhibit using PowerPoint. After the study, researchers found that participants

felt more confident in their ability to incorporate technology in a meaningful way into their

lessons using role play and other active learning strategies to bring history to life (Shriner et al.,

2010). This study confirms that by modeling effective uses of technology by providing

opportunities for professional development, teachers are more likely to integrate technology into

their social studies curricula. Finally, according to the researchers Brian C. Housand and Angela

M. Housand (2010), gifted students stress the importance of an appropriate challenge and the

ability for technology to meet that challenge. Current technologies have the ability to adapt

challenges to users making challenges individualized (B. Housand, 2010; A. Housand, 2010).

Technology integration in gifted classes has been found offer more opportunities to celebrate

achievement and give immediate feedback which gifted students benefit from (B. Housand,

2010; A. Housand, 2010). I can facilitate a professional development plan teaching social studies

teachers the best practices is technology integration for gifted students. By educating social
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 10

studies teachers in active learning strategies, that gifted students have been proven to benefit

from, we can support teachers in closing the gap of underachievement in gifted learners.

Project Objectives

The overall goal of this Capstone Project is to address underachievement and lack of

growth shown by gifted and talented students and how teachers can better enrich the learning of

these students in the Social Studies classroom. For this Capstone Project, my plan to address the

problem is to implement a professional development program that addresses active learning and

constructivist-based strategies through technology integration in the social studies classroom. By

the end of this capstone the following objectives will be addressed:

1. Nearly 90 % of Social Studies teachers at WBMS will be able to use the platform

Nearpod to offer “flexible-paced” learning to gifted students by the next school

year, August 9, 2021.

2. By August 9, 2021, 80% of Social Studies teachers at WBMS will be able to use

various Web 2.0 tools such as Flipgrid and Adobe Spark to offer varied forms of

performance or project -based assessments for gifted students.

3. By August 9, 2021, 80% of WBMS Social Studies teachers will use Web 2.0

tools such as Microsoft Forms, Quizizz, and Illuminate for diagnostic and

formative assessment throughout their lessons to measure content mastery, at least

twice per week.

4. By May 28, 2021, I will offer three professional learning and development

opportunities on strategies for teaching active learning strategies and

constructivist- based strategies in one-hour sessions.

TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 11

PSC Standards

 PSC 2.1 Content Standards & Student Technology Standards: Candidates model and
facilitate the design and implementation of technology-enhanced learning experiences
aligned with student content standards and student technology standards.

 PSC 2.2 Research-Based Learner -Centered Strategies: Candidates model and facilitate
the use of research-based, learner-centered strategies addressing the diversity of all
students.

 PSC 2.5 Differentiation: Candidates model and facilitate the design and implementation
of technology-enhanced learning experiences making appropriate use of differentiation,
including adjusting content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and personal
goals.
 PSC 2.7 Assessment: Candidates model and facilitate the effective use of diagnostic,
formative, and summative assessments to measure student learning and technology
literacy, including the use of digital assessment tools and resources.

 PSC 2.8 Data Analysis: Candidates model and facilitate the effective use of digital tools
and resources to systematically collect and analyze student achievement data, interpret
results, communicate findings, and implement appropriate interventions to improve
instructional practice and maximize student learning.

 PSC 3.5 Basic Troubleshooting: Candidates troubleshoot basic software and hardware
problems common in digital learning environments.

 PSC 5.1 Needs Assessment: Candidates conduct needs assessments to determine school-
wide, faculty, grade-level, and subject area strengths and weaknesses to inform the
content and delivery of technology-based professional learning programs.

 PSC 5.2 Professional Learning: Candidates develop and implement technology-based

professional learning that aligns to state and national professional learning standards,
integrates technology to support face-to-face and online components, models principles
of adult learning, and promotes best practices in teaching, learning, and assessment.

 PSC 5.3 Program Evaluation: Candidates design and implement program evaluations to
determine the overall effectiveness of professional learning on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning.

 PSC 6.1 Continuous Learning: Candidates demonstrate continual growth in knowledge

and skills of current and emerging technologies and apply them to improve personal
productivity and professional practice.
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 12

 PSC 6.2 Reflection: Candidates regularly evaluate and reflect on their professional
practice and dispositions to improve and strengthen their ability to effectively model and
facilitate technology-enhanced learning experiences.

 PSC 6.3 Field Experiences: Candidates engage in appropriate field experiences to

synthesize and apply the content and professional knowledge, skills, and dispositions
identified in these standards.

Project Description

In this Capstone Project I hope to start the implementation process by conducting a needs

assessment of current TAG strategies in use and an anonymous climate survey to discover

current attitude towards gifted students. In this early stage of implementation, it is also important

to conduct student climate surveys on their attitudes towards their gifted classes. After these

surveys are conducted, we will offer three professional development opportunities on TAG

strategies for all staff. The number of specific sessions of professional development offered are

subject to change based on needs assessment data; however, we will begin with 2- 4 sessions and

make adjustments as the implementation process progresses. The next stage in the

implementation process is to apply these strategies for gifted learners using the web 2.0 tools.

The gifted strategies I will focus on modelling are flexible- pacing, varied strategies of

assessment, and using data to guide instruction utilizing formative and diagnostic assessments.

After participating in professional development for these strategies, staff will then learn about

and evaluate some of the web 2.0 tools that may be used to accomplish these strategies such as

the “student- paced” mode in Nearpod or the use of Microsoft Forms to create formatives and

reflections for students. Intended result of this Capstone Project is to promote growth and

achievement in the gifted population for Social Studies using web 2.0 tools. The table below

outlines the project items/ activities, objectives, and deliverables that involve this project.
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER
Table 1
Project Item/Activity Project Objective(s)
Conduct a needs assessment By May 28, 2021, I will offer
on TAG teachers on current three professional learning and
gifted strategies used. development opportunities on
strategies for teaching TAG
students in one-hour sessions.
Create materials for By May 28, 2021, I will offer
professional development three professional learning and
sessions. development opportunities on
strategies for teaching TAG
students in one-hour sessions.
Conduct three By May 28, 2021, I will offer
asynchronous and three professional learning and
synchronous professional development opportunities on
development sessions on strategies for teaching TAG
strategies for gifted students in one-hour sessions.
students.
Create materials for Nearly 90 % of Social Studies
professional development teachers at WBMS will be able
sessions using Nearpod to use the platform Nearpod to
offer “flexible-paced” learning
to gifted students by the next
school year, August 9, 2021.
13
Deliverable(s)
 Microsoft Forms survey
on TAG strategies being
used currently.
 TAG strategies
vocabulary sheet “what
does it look like?”
 PowerPoint on TAG
strategies “Flexible-
pacing” and screen
recording.
 PowerPoint on varied
strategies of
assessment
(performance- based
& project- based) and
screen recording.
 PowerPoint on
assessment uses
specifically diagnostic
and formative
assessment-
Recording.
 Create a reflection
form for the end of
the PD session
 GaDOE- Resource
Manual for Gifted
Education Services 20-21
 Teacher toolkit one pager
 Sign-in sheet for
professional development
day
 Workshop Reflection
Form
 PowerPoint to insert into
Nearpod.
 Screen recording for
Nearpod
 Create one-pager for
“getting started with
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER
Conduct a professional
development session using
Nearpod for Social Studies.
Conduct a post-
professional development
reflection form.
Conduct a professional
development session using
Nearpod during Social
Studies vertical meeting on
the use of diagnostic and
formative assessment.
Model asynchronous-
“student paced”
professional development
using Nearpod’s interactive
video.
Create a repository for all
professional development
materials and resources.
Conduct a professional
Nearly 90 % of Social Studies
teachers at WBMS will be able
to use the platform Nearpod to
offer “flexible-paced” learning
to gifted students by the next
school year, August 9, 2021.
Nearly 90 % of Social Studies
teachers at WBMS will be able
to use the platform Nearpod to
offer “flexible-paced” learning
to gifted students by the next
school year, August 9, 2021.
Nearly 90 % of Social Studies
teachers at WBMS will be able
to use the platform Nearpod to
offer “flexible-paced” learning
to gifted students by the next
school year, August 9, 2021.
By August 9, 2021, 80% of
WBMS Social Studies teachers
will use Web 2.0 tools such as
Microsoft Forms, Quizizz, and
Illuminate for diagnostic and
formative assessment
throughout their lessons to
measure content mastery, at
least twice per week.
By August 9, 2021, 80% of
WBMS Social Studies teachers
will use Web 2.0 tools such as
Microsoft Forms, Quizizz, and
Illuminate for diagnostic and
formative assessment
throughout their lessons to
measure content mastery, at
least twice per week.
By August 9, 2021, 80% of
14
Nearpod”
 One pager for getting
started with Nearpod.
 Video showing flexible
pacing in a classroom
(embedded in Nearpod)
 MS Forms reflection
survey on Nearpod.
 Nearpod with various
formative checks
embedded in the lesson
(offered in Nearpod)
 Screen recordings for
formative checks
available in Nearpod.
 Infographic (created
using Adobe Spark) the
need for “flexible-
pacing”.
 Nearpod Interactive video
on Microsoft Forms.
 Nearpod interactive video
for Quizizz
 Nearpod Interactive video
for Illuminate
 Screen recording of
Nearpod interactive video
“how to”.
 Technology Resources
Channel toolkit in
Microsoft Teams
 Flipgrid short showing
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 15

development session by Social Studies teachers at teachers how students and

modeling Flipgrid for Social WBMS will be able to use
Studies teachers. various Web 2.0 tools such as
Flipgrid and Adobe Spark to
offer varied forms of
performance or project -based
assessments for gifted students.
Conduct a professional By August 9, 2021, 80% of
development session by Social Studies teachers at
modeling Adobe Spark for WBMS will be able to use
Social Studies teachers. various Web 2.0 tools such as
Flipgrid and Adobe Spark to
offer varied forms of
performance or project -based
assessments for gifted students.
teachers can use Flipgrid
 “How- to” sheet on
getting started with
Flipgrid
 Video made available in
“Technology Resources”
channel in Microsoft
Teams.
 One- Pager on the
benefits of performance-
based assessment using
Flipgrid
 Adobe Spark video
examples
 Adobe Spark webpage
examples
 Adobe Spark post
examples
 PowerPoint depicting
some of the Adobe Spark
features
 Getting started sheet for
teachers and students
 Mentimeter poll on ideas
for project- based
learning using Adobe
Spark

Evaluation Plan

By the end of this Capstone Project, I would evaluate the success, if I could collect data

on the implementation, on whether or not the objectives of the capstone were met. Those

objectives were that 90 % of Social Studies teachers at WBMS will be able to use the platform

Nearpod to offer “flexible-paced” learning to gifted students by the next school year, August 9,

2021. I would assess this by having teachers create a Nearpod artifact to use in the first unit of

the school year. I would create checklists of minimum requirements in the Nearpod. I would
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 16

evaluate the objective to have 80% of Social Studies teachers at WBMS able to use various Web

2.0 tools such as Flipgrid and Adobe Spark to offer varied forms of performance or project

-based assessments for gifted students, by having teachers complete courses form the Microsoft

educator community and Adobe educator exchange and submit their “badges” from completing

the modules. I would evaluate whether 80% of WBMS Social Studies teachers used Web 2.0

tools such as Microsoft Forms, Quizizz, and Illuminate for diagnostic and formative assessment

throughout their lessons to measure content mastery, at least twice per week. I will measure this

objective by having teacher create and submit two formative assessments by August 9th. For the

final objective in this capstone, I will offer three professional learning and development

opportunities on strategies for teaching active learning strategies and constructivist- based

strategies in one-hour sessions by August 9th, 2021. I will evaluate the success of this objective

by having teachers complete a survey reflecting on two active learning strategies they can see

using in their classroom and a plan for implementing the strategies. Data will be gathered in the

following forms observation, documents from vertical and PLC meetings, and reflection surveys

from teachers. By gathering this data, I would be able to evaluate whether the plan I have created

for implementation would be success in supporting achievement in gifted students.

Project Timeline

The timeline on this project will be over the 2020- 2021 school year into the 2021- 2022

school year. The project will begin with a needs assessment of current strategies used in by TAG

teachers and an evaluation of more active learning strategies. Table 2 below gives a timeline for

how this plan will be implemented, items needed to be created, and evaluation of the plan’s

objectives. My capstone project is estimated to take roughly 140 hours to fully implement.
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 17

Table 2.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
May 2021 Create a needs assessment for current TAG 3 hours
strategies in use by social studies teachers
May 2021 Analyze the data based on the needs assessment 5 hours
results and evaluate the methods teachers
currently employ with TAG students
May 2021 Create materials needed to conduct the PD – 15 hours
(create presentations for different active learning
strategies for Tag students, attendance form,
reflection x3 )
May 2021 Conduct three asynchronous and synchronous 8 hours
professional development sessions on strategies
for gifted students.

May 2021 Create a post-professional development 4 hours

reflections survey reflecting on an active
learning or constructivist- based strategy
May 2021 Conduct a post- reflection survey for teachers
reflecting on the active learning strategies they 6 hours
learned about in the professional development
session x3
May 2021 Analyze the results of the post- reflection survey 8 hours
to see that respondent created an
implementation plan for their active learning
strategies
July 2021 Create professional development for using 10 hours
Nearpod in Social Studies (focus on flexible-
pacing as modeled active learning strategy)
July 2021 Create synchronous and asynchronous options 4 hours
for professional development
August 2021 Conduct a professional development session 8 hours
using Nearpod for Social Studies.
August 2021 Create a post-professional development 2 hours
reflections survey reflecting on the session
(using Microsoft Forms)
August 2021 Conduct the post- professional development 2 hours
reflection survey
August 2021 Create a materials/ presentation for 10 hours
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 18

professional development session for Flipgrid

for in Social Studies teachers. (Flipgrid shorts
screen tutorial and How to guides)
August 2021 Conduct professional development for Social 4 hours
Studies teachers on Flipgrid
August 2021 Curate materials for teachers to complete 6 hours
Microsoft Educator community modules on
Flipgrid (checklists for using Flipgrid, directions
for accessing modules in Microsoft educator
community)
August 2021 Create a post- professional development
reflection form (the form should include a place 3 hours
where teachers can submit a picture of their
badge for completing Microsoft modules on
Flipgrid)
August 2021 Create a materials/ presentation for
professional development plan for Adobe Spark- 10 Hours
Adobe Spark Video, Post, Page- How to videos and
One-pager for Adobe Spark “getting started”
August 2021 Conduct professional development for Adobe 4 hours
Spark program
August 2021 Curate resources for teachers to complete
modules in the Adobe Educator Exchange- How 6 hours
to videos, checklist, and “getting started” notes
August 2021 Create a post- professional development
reflection via Microsoft forms- add in a space for 3 hours
badge after teachers complete modules in Adobe
Educator Exchange
August 2021 Curate materials, screen recordings, artifacts,
checklists, and meeting recordings created for 5 hours
(Nearpod, Adobe Spark, Flipgrid, Quizizz, etc.)
and add them to Teams “resources channel”
September 2021 Create a survey/ reflection form for teachers
after implementing a technology tool and active 3 hours
learning strategy
September 2021 Create a survey/ reflection form for students to
reflect on learning as teachers have 3 hours
implemented new technology and teaching
strategies
September 2021 Conduct a survey/ reflection form for teachers
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 19

on implementation of a technology tool and 4 hours

active learning strategy
September 2021 Conduct a survey/ reflection form for students 4 hours
on implementation of a technology tool and
active learning strategy
Total Hours: 140 Hours
Note: Month = the month during which activity or item will take place. Project Item/Activity, or
Evaluation Item = statement to describe what learners or evaluation plan will do to meet the
objective. Hours = hours necessary to create and implement or evaluate content.

Resources Needed

 GaDOE- Resource Manual for Gifted Education Services 20-21

 Teacher toolkit one pager

 Microsoft Forms (O365 subscription)

 Nearpod Subscription

 Active learning strategies toolkit

 Lessons from the Adobe Educator Exchange

 Lesson from the Microsoft Educator Community

 Teachers will need their Dell laptop or other personal device

Many of these materials Webb Bridge Middle School is fortunate to already have memberships

and subscriptions such as for programs like Nearpod and the Adobe Creative Suite.
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 20

References

Bolinger, K., & Wilson, J. W, (2007) Methods practiced in social studies instruction:

A review of public school teachers’ strategies. ERIC Database. Retrieved April 2, 2021,

from https://eric.ed.gov/?id=EJ779674

Coleman, L. J., Micko, K. J., Cross, T. L. (2015). Twenty-five years of the lived experience of

being gifted in school: Capturing the students’ voices. Journal for the Education of the

Gifted, 38, 358–376. doi:10.1177/0162353215607322

Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students’ motivation.

Psychology in the Schools, 49(7), 706–715. https://doi.org/10.1002/pits.21629

Kitsantas A, Bland L, Chirinos DS. (2017) Gifted students’ perceptions of gifted programs: An

inquiry into their academic and social-emotional functioning. Journal for the Education

of the Gifted. 40(3):266-288. doi:10.1177/0162353217717033

McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students

from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144–154.

https://doi.org/10.1177/001698620304700205
TECHNOLOGY INTEGRATION FOR THE GIFTED LEARNER 21

Shriner, M., Clark, D., Nail, M., Schlee, B., & Libler, R. (2010). Social Studies Instruction:

Changing Teacher Confidence in Classrooms Enhanced by Technology. Social Studies,

101(2), 37–45. https://doi.org/10.1080/00377990903283999

State of Georgia, Governor’s Office of Student Achievement. (2019). Webb Bridge Middle

School. In the Governor’s Office of Student Achievement, Georgia school grades report

2018-2019. https://schoolgrades.georgia.gov/webb-bridge-middle-school

United States Census Bureau. (2019). Quick Facts- Alpharetta Georgia.

https://www.census.gov/quickfacts/alpharettacitygeorgia.

Zhuang, W., & Xiao, Q. (2018). Facilitate active learning: The role of perceived benefits of

using technology. Journal of Education for Business, 93(3), 88–96.

https://doi.org/10.1080/08832323.2018.1425281