Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?

Autor/inn/en	Bright, Sarah; Calvert, Eric
Titel	Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?
Quelle	In: Gifted Child Today, 46 (2023) 3, S.187-200 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bright, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/10762175231168711
Schlagwörter	Gifted Education; Access to Education; Acceleration (Education); Usability; Equal Education; High School Students; Academic Achievement; Identification; Talent Development; Consortia; Partnerships in Education; Language Arts; Advanced Courses; Minority Group Students; Student Diversity; Educational Experience; Student Attitudes; Educational Change; Internet; Online Courses; Educational History; Educational Policy; Barriers; Program Effectiveness; Race; Grade 8; Grade 9; Middle School Students; State Standards; Ohio (Columbus) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Acceleration; Beschleunigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Identifikation; Identifizierung; Begabtenförderung; Talentförderung; Vereinigung; Hochschulpartnerschaft; Sprachkultur; Fortgeschrittenenunterricht; Bildungserfahrung; Schülerverhalten; Bildungsreform; Online course; Online-Kurs; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Rasse; Abstammung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students' subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01