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9Keywords: electronic learning tools, digital educational environment, preschool education
DOI:
ONLINE EDUCATION OF INTELLECTUALLY GIFTED SCHOOL CHILDREN: CHALLENGES AND RESOURCES
Elena Shcheblanova
Head of the Laboratory of Giftedness Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail: elenacheblanova@mail.ru
Abstract: According to numerous studies, intellectually gifted schoolchildren achieve greater academic success and satisfaction of learning in the homogeneously grouping on abilities classes than in heterogeneously grouped classes. Such differences are especially noticeable when using special programs for high-ability students, such as subject-specific or interdisciplinary acceleration or enrichment. In recent decades, digital devices and software have provided opportunities for teachers to create a cognitively challenging environment for gifted students in mainstream schools and individually. Qualitative research data can support the effectiveness of online education for intellectually gifted school children by providing appropriate and individualized challenges to each student. However, many questions regarding individualization, challenges, and student readiness for online learning, including internet courses, remain unresolved and need to be explored to help understand how gifted students and their teachers perceive their experience. The aim of this study was to analyze some of the issues in the education of gifted children in the digital age through a literature review and qualitative research. Many studies suggest that the variety of possibilities for intellectually gifted students to improve own knowledge and skills using the internet is currently much greater than in pre-internet times. Virtual classrooms, online discussion clubs, and other forms of media-associations benefit educators by creating challenging environments for their high-ability students. At the same time, the teacher's role is to consider the individuality of each student, their specific needs and talents, emotional and social peculiarities, and variety of trajectories of giftedness development. The research results substantiate for appropriate professional, including special psychological, training for gifted education teachers and other school staff. Important directions and approaches to improving the qualifications of teachers are suggested.
Keywords: gifted children, on-line education, teacher training, virtual classroom DOI:
MEDIA RESOURCES IN THE EDUCATION OF PROSOCIAL BEHAVIOR OF SCHOOLCHILDREN
Elena Shmeleva
Professor Ivanovo State University, Schuya, Russia; e-mail: noc_sspu@mail.ru
Pavel Kislyakov
Professor, Russian State Social University, St. Petersburg, Russia; e-mail: Pack.81@mail.ru
Svetlana Lantsova
Postgraduate student, Ivanovo State University, Schuya, Russia; e-mail: cveto4ek0101@gmail.com
