Abstract
- National Center for Education Statistics. (2005). Rates of computer and Internet use by children in nursery school and students in kindergarten through twelfth grade: 2003. Retrieved June 29, 2005, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111.
- Renzulli, J. S. (1982). What makes a problem real: Stalking the illusive meaning of qualitative differences in gifted education. Gifted Child Quarterly, 26, 147–156.
- Renzulli, J. S., Siegle, D., Hoffmann, M. C. (in press). Think data—Think instrument: A guide to hands-on data gathering for student research. Mansfield Center, CT: Creative Learning Press.
- Starko, A. J., & Schack, G. D. (1992) Looking for data in all the right places: A guidebook for conducting original research with young investigators. Mansfield Center, CT: Creative Learning Press.
- Volume 28
- Issue 4
- Publication Date: Fall 2005
Technology: An Introduction to Using Spreadsheets to Increase the Sophistication of Student Projects
Del Siegle
When gifted students are asked what they like best about being in a special program for the gifted and talented, their first response usually deals with the greater freedom allowed for selecting topics of study. Conversely, when they are asked about their greatest objection to the regular curriculum, students’ comments frequently refer to the limited opportunities to pursue topics of their own choosing. Independent projects are a popular option for talented youth. These projects not only capitalize on students’ interests, they also afford students an opportunity to study something that interests them in much greater depth. Many independent projects go beyond merely copying information from library resources and the Internet. Rather than regurgitating existing knowledge, students of any age can begin to develop interesting questions and collect data to answer them. This process of conducting original research transforms students from lesson learners to creative producers (Renzulli, 1982).
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