Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia

ABSTRACT

For gifted and talented students, differentiated instruction is a significant teaching approach to ensure that each student’s needs and abilities are met. Research shows that technology can be used to facilitate the differentiation practices. This study aimed to explore the perceptions of Saudi teachers about using technology to differentiate instruction with gifted and talented students. The participants included Saudi teachers who are using technology as a tool to differentiate the instruction for gifted students. The findings indicated that technology is used to differentiate classroom instruction in different ways and for different purposes. Several academic and instructional benefits of using technology to differentiate instruction were reported, and the challenges that teachers encounter when applying differentiation through technology were identified.

KEYWORDS:

• Gifted and talented students
• differentiated instruction
• technology integration
• Mawhiba

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Khlood K. Alshareef

Khlood K. Alshareef is a Ph.D. candidate in the gifted and talented education at the University of Arkansas. Her research interests include gifted education, teachers training, differentiated instructions, creativity, and cooperative learning.

Marcia B. Imbeau

Marcia B. Imbeau is a professor of special education and the Childhood and Elementary Education Program Coordinator in the Department of Curriculum and Instruction at the University of Arkansas. Imbeau’s research focuses on how classroom teachers at all grade levels can tailor instruction to the diverse learning needs of their students.

Waheeb S. Albiladi

Waheeb S. Albiladi is an assistant professor at the English Language and Prep. Year Institution – Royal Commission, Yanbu, Saudi Arabia. He has years of experience in teaching English as a second/foreign language. His research interests include ESL/EFL pedagogy, educational technology, English teaching and learning, and bilingual education.