TEACHERS’ VIEWS ABOUT USING DIGITAL TECHNOLOGIESIN EDUCATION OF INTELLECTUALLYGIFTED STUDENTS

Digital technologies have now become essential components of school education for all students with various educational needs and characteristics, and also provided new opportunities and resources for education of intellectually gifted students to take into account their unique cognitive and personal needs. At the same time, the key factors of effective gifted education are the teachers’ professional readiness and motivation to create the differentiated environment, methodologies, and curriculums, using these technologies. Due to the relevance of studying these issues, we researched the teachers’ attitudes toward using digital resources in school education of intellectually gifted students. Semi-structured interviews were conducted with  Moscow school teachers (Master’s degree students) on their beliefs about the educational needs of intellectually gifted adolescent in the context of digital technologies in order to interconnect teachers and students. In general, the respondents emphasized effi ciency of digital technologies, such as autonomy, distance (online) learning, discussion, competitions, and so on, in teaching and supporting intellectually gifted schoolchildren, their especial curiosity, diverse interests, high abilities, and high expectations (from self and others). The frequently mentioned benefi ts were availability of distant materials and consultants, like-minded persons for school and home work, and extracurricular activities. Possible challenges and negatives of using digital technology by gifted schoolchildren at different ages were also considered. Although all respondents indicated positive perceptions of digital technology education in the classroom or at home, most of them worried about their inadequacy of technological preparation and excessive time for development of educational materials. Our data show that the teachers need greater support in the production of digital curriculums and materials as well as their adaptations for gifted students in different educational situations.