Giftedness: A Three Way Approach and the role of ICTs

Viktoriya  Galitskaya; Maria  Batzaka; Efthimios  Kasapoglou; Athanasios Drigas

doi:10.47577/tssj.v30i1.6260

Authors

Viktoriya Galitskaya Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece
Maria Batzaka Classical Literature Education Teacher, MEd in Special Education
Efthimios Kasapoglou Physical Education Teacher, MSc
Athanasios Drigas Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece https://orcid.org/0000-0001-5637-9601

DOI:

https://doi.org/10.47577/tssj.v30i1.6260

Keywords:

gifted children, high achievement students, working memory and giftedness, ICTs

Abstract

This article presents a group of students who are found in the general classroom. This group consists of gifted children, whose way of learning has not been extensively studied. High achievement students have more developed skills than their peers and this often results in them not engaging in school lessons as they seem too simplistic. This article first introduces the different levels of intelligence that have been formulated from time to time. Secondly, studies showing the relationship between working memory and giftedness, are presented. Finally, ways of teaching giftedness students are suggested with the use of ICTs.