Use of Theories to Develop Media-Based Enrichment Programs for Gifted Learners

By Prakash Singh.

Published by The Organization Collection

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Article: Electronic $US5.00

Gifted learners expect to be educated in accordance with their specific abilities in a heterogeneous learning environment. The complexity of the subject matter taught to gifted learners must be beyond the abilities of slow and high risk learners in the regular classroom. The focus of this paper is to determine how media-based enrichment programs can be developed by making use of four theories to cater for the specific learning needs in gifted learners of the regular classroom. The four theories are:
•Piaget’s Stage Theory of Intellectual Development
•Renzulli’s Enrichment Triad Model
•Guilford’s Structure of the Intellect Model
•Bloom’s Taxonomy of Educational Objectives.
Access to the school’s media centre made possible by flexible scheduling can reduce the challenges for educators of teaching gifted learners in the regular classroom. Media-based enrichment activities, as discussed in this paper, empowers gifted learners in the regular classroom to cultivate their faculties to be critical, imaginative and autonomous in their quest for divergent responses instead of being co-operative, passive and dependent in chase of convergent responses. The four theories analysed in this paper bear testimony to this. It is therefore inconceivable to develop a curriculum for gifted learners in the absence of a well resourced media centre.

Keywords: Gifted Learners, Media-Based Enrichment Programs, Media Centre

International Journal of Knowledge, Culture and Change Management, Volume 9, Issue 1, pp.125-140. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.261MB).

Prof. Prakash Singh

Professor of Education, Research, Technology & Innovation Unit, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa

Prakash Singh is a professor of advanced studies in education. He is in the Research, Technology and Innovation Unit of the Faculty of Education at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. His field of specialization is educational leadership, fear management and curriculum development. He has published widely in accredited journals and presented numerous papers at national and international conferences. He is also a member of several national and international organisations and currently serves as an executive committee member of the Standard Generating Body of the South African Qualifications Authority in South Africa. He is the recipient of a Senior Fulbright Researcher’s grant. His current research focus is on the emotional intelligence of educational leaders and the management of fear in the educational milieu.


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