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Journals Home > Gifted Child Today > Volume 28 |  Issue 3 > Article Abstract
 

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  • Armstrong, A., & Casement, C. (2000). The child and the machine: How computers put our children’s education at risk. Beltsville, MD: Robins Lane Press.
  • Attewell, P., Suazo-Garcia, B., & Battle, J. (2003). Computers and young children: Social benefit or social problem? Social Forces, 82(1), 277–296.
  • Attewell, P., & Battle J. (1999). Home computers and school performance. The Information Society, 15(1), 1–10.
  • Belcastro, F. (2002). Electronic technology and its use with rural gifted students. Roeper Review, 25, 14–16.
  • Berger, S. (2003). Surfing the net: Are we dumbing down our daughters? Understanding Our Gifted, 15, 24–27.
  • Bloom. B. S. (Ed.). (1985). Developing talent in young people. New York: Simon & Schuster.
  • Bowen, S., Shore, B. M., & Cartwright, G. F. (1992). Do gifted children use computers differently? A view from “the factory.” Gifted Education International, 8(3), 151–154.
  • Bulls, M. R., & Riley, T. L. (1997). Weaving qualitatively differentiated units with the World Wide Web. Gifted Child Today, 20(1), 20–27.
  • Cohen, V. L. (2001). Learning styles and technology in a ninth-grade high school population. Journal of Research on Technology in Education, 33, 355–366.
  • Ettenheim, S. G., Furger, R., Siegman, L., & McLester, S. (2000). Tips for getting girls involved. Technology & Learning, 20(8), 34–36.
  • Feldman, D. H., & Goldsmith, L. T. (1986). Nature’s gambit: Child prodigies and the development of human potential. New York: BasicBooks.
  • Friedman-Nimz, R., Lacey, J., & Denson, D. (2002, December). Teaming with G/T students: Improving online teacher education. The KGTC Bugle, 4–5.
  • Gagné, F. (1999). Tracking talents: Identifying multiple talents through peer, teacher, and self-nomination. Waco, TX: Prufrock Press.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: BasicBooks.
  • Giacquinta, J. B., Bauer, J. A., & Levin, J. E. (1993). Beyond technology’s promise: An examination of children’s educational computing at home. Cambridge, MA: Cambridge University Press.
  • Green, M. (2000). Why aren’t girls more tech savvy? NEA Today, 19(3), 31.
  • Jones, G. (1990). Personal computers help gifted students work smart (ERIC Digest #E483). Retrieved May 16, 2005, from http://www.hoagiesgifted.com/eric/Archived/e483.html.
  • Kraut, R. E., Patterson, M., Lundmark, V., Kiesler, S., Mukhopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 53, 1017–1032.
  • Kraut, R., Kiesler, S., Boneva, B., Cummings J., Helgson, & Crawford, A. (2002). Internet paradox revisited. Journal of Social Issues, 58, 49–74.
  • Little, C. (2001). Probabilities and possibilities: The future of gifted education. Journal of Secondary Gifted Education, 12, 166–169.
  • Macleod, H., Haywood, D., Haywood, J., & Anderson, C. (2002). Gender and information and communications technology: A 10 year study of new undergraduates. Tech Trends, 46(6), 11–15.
  • McLester, S. (1998). Girls and technology: What’s the story? Technology and Learning, 19(3), 18–26.
  • Mendaglio, S. (1995). Sensitivity among gifted persons: A multifaceted perspective. Roeper Review, 17, 169–172.
  • Morgan, T. D. (1993). Technology: An essential tool for gifted and talented education. Journal for the Education of the Gifted, 16, 358–371.
  • Nugent, S. R. (2001). Technology and the gifted: Focus, facets, and the future. Gifted Child Today, 24(4), 38–45.
  • Pyryt, M. C., Masharov, Y. P., & Feng, C. (1993). Programs and strategies for nurturing talents/gifts in science and technology. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 453–471). Oxford, England: Pergamon.
  • Renzulli, J., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (2004). Scale for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press.
  • Riley, T. L., & Brown, M. E. (1997). Computing for clever kids: The future is what we make it. Gifted Child Today, 20(5), 22–29.
  • Salomon, G., Perkins, D., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2–9.
  • Sewell, D. (1990). New tools for new minds: A cognitive perspective on the use of computers with young children. New York: St. Martin’s Press.
  • Siegle, D. (2004). The merging of literacy and technology in the 21st century: A bonus for gifted education. Gifted Child Today, 27(2), 32–35.
  • Steele, K., Battista, M., & Krockover, G. (1982). The effect of microcomputer assisted instruction upon the computer literacy of high ability students. Gifted Child Quarterly, 26, 162–164.
  • Stoll, C. (1999). High tech heretic: Why computers don’t belong in the classroom and other reflections by a computer contrarian. New York: Doubleday.
  • Tapscott, D. (1999). Growing up digital: The rise of the net generation. New York: McGraw-Hill.
  • Turkle, S. (1997). Life on the screen: Identity in the age of the Internet. New York: Touchstone.
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  • Volume 28
  •  Issue 3
  • Publication Date: Summer 2005



From Bits and Bytes to C++ and Web Sites: What Is Computer Talent Made of?

Brenna O’Brien, Reva Friedman-Nimz, Judith Lacey, and Debra Denson

IN TODAY’S SOCIETY, one doesn’t have to look far to find examples of extraordinary computer technology ability. Steve Jobs started Apple at age 21; Bill Gates was only 20 when he created Microsoft. As the world of computer technology continues to change and to grow, it is becoming more obvious that some students demonstrate an exceptional ability for learning and understanding the workings of computers.


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