Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Committee Member

Bruce Foster

Committee Member

Kimberly Durham

Keywords

gifted students, constructivism, instructional technology, cognition

Abstract

This applied dissertation was designed to provide better understanding of the limited use by teachers of technology to increase cognition and socio-emotional development for the gifted student population in the study school. Researchers indicated that there were positive effects of using technology for gifted students to enhance their learning. The Constructivist Learning Theory provided the framework from which to help teachers implement experience-based learning strategies for gifted students.

A Google Forms questionnaire and Zoom interview were completed by teacher participants to respond to the impact of using technology to increase problem solving, critical and creative thinking, and complex science knowledge for gifted students. Teachers were encouraged to use technology for curriculum enrichment and as an additional source for future lesson plans for gifted student cognition and socio-emotional development.

The data were collected and analyzed for common themes and trends. The results were applicable for curriculum specialists, leadership teams, teachers, students, school administrators, policymakers, and parents. This research was also beneficial in the field of gifted education because it offered guidance and helped gifted education coordinators and advocates build more efficient school curricula that matched gifted students’ academic and socio-emotional needs.

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