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

Abstract

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.