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<p>This study examines the impact of participation in AR integrated enrichment (GIFTLED Method) workshops and classroom implementations on teachers’ competencies in differentiation practices and the use of Instructional Technologies (IT) in the STEAM education of gifted students. Focusing on the development of teachers’ Gifted Technological Pedagogical Content Knowledge (GTPACK), the research analyzes the progression of teachers’ abilities to tailor curriculum elements such as content, process, environment, and equipment, incorporating both hardware and software tools. Data were gathered through pre- and post-interviews and field notes to assess changes in teachers’ concpetions, competencies, and strategies in differentiation. Data was analysed with MAXQDA that helped to demonstrate qualitatively and quantitatively. Results indicate a significant improvement in teachers’ confidence and ability to integrate IT into their instruction, allowing for more personalized and creative learning experiences for gifted students. However, findings also reveal that teachers require ongoing professional development to address gaps in their GTPACK competency. The study highlights the importance of sustained support and structured training in fostering effective use of IT in differentiated instruction for gifted students, with implications for advancing gifted education practices.</p>

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Enhancing teachers’ GTPACK competencies in gifted education: the impact of GIFTLED AR integrated enrichment method

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月16日

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  • Zekai Ayık,
  • Muhammet Davut Gül

摘要

This study examines the impact of participation in AR integrated enrichment (GIFTLED Method) workshops and classroom implementations on teachers’ competencies in differentiation practices and the use of Instructional Technologies (IT) in the STEAM education of gifted students. Focusing on the development of teachers’ Gifted Technological Pedagogical Content Knowledge (GTPACK), the research analyzes the progression of teachers’ abilities to tailor curriculum elements such as content, process, environment, and equipment, incorporating both hardware and software tools. Data were gathered through pre- and post-interviews and field notes to assess changes in teachers’ concpetions, competencies, and strategies in differentiation. Data was analysed with MAXQDA that helped to demonstrate qualitatively and quantitatively. Results indicate a significant improvement in teachers’ confidence and ability to integrate IT into their instruction, allowing for more personalized and creative learning experiences for gifted students. However, findings also reveal that teachers require ongoing professional development to address gaps in their GTPACK competency. The study highlights the importance of sustained support and structured training in fostering effective use of IT in differentiated instruction for gifted students, with implications for advancing gifted education practices.