capstone research project online extensions edrs 8900 varnedoe

Running Head: ONLINE EXTENSIONS AND GIFTED STUDENTS

Online Extensions and Gifted Students

EDRS 8900 – Fall 2015

Julia Varnedoe

Kennesaw State University

ONLINE EXTENSIONS AND GIFTED STUDENTS 2

TABLE OF CONTENTS

CHAPTER ONE

Introduction ……………………………………………………………………………….4

Statement of the Problem …………………………………………………………………...4

Purpose of the Study ……………………………………………………………………..5

Research Question ……………………………………………………………………..5

Definition of Terms ……………………………………………………………………..6

Limitations of the Study …………………………………………………………………..7

Significance of Study ……………………………………………………………….…….7

CHAPTER TWO

Review of the Literature ……………………………………………………………………9

CHAPTER THREE

Methodology ……………………………………………………………………………11

Research Design and Procedures ...……..………………………………………………11

Bounds of Case ……………………………………………………………………………13

Participants ……………………………………………………………………………13

Research Context ……………………………………………………………………14

Researcher Background and Role …………………………………………………....14

Data Collection ……………………………………………………………………………15

Data Analysis ………………………………………………………………………….18

Ethical Considerations ……………………………………………………………19

Summary …………………………………………………………………………….19


CHAPTER FOUR

Results ……………………………………………………………………………………21

Discussion ……………………………………………………………………………………35

REFERENCES ……………………………………………………………………………38

APPENDICES

Appendix A – Pre Study Survey ……………………………………………………………41

Appendix B – Post Study Survey …………………………………………………………42

Appendix C – Survey Open Response Codebook ………………………………………44

Appendix D – Student Interview Question Set ……………………………………………46

Appendix E – Teacher Interview Question Set ……………………………………………48

Appendix F – Student Interview Codebook…………………………………………………49

Appendix G – Teacher Interview Codebook ………………………………………………51

Appendix H – Informed Consent Form ……………………………………………………53


Chapter 1

INTRODUCTION

Gifted and high achieving students often struggle in general education classrooms. The

curricular focus is on meeting curriculum standards for the entire group, and specific attention is

often allocated to addressing the needs of underperforming or below grade level students (Farkas

& Duffet, 2008). This is especially true in the elementary setting, where heterogeneous

groupings of students are the norm. According to the National Center for Education Statistics,

class sizes have continued to grow and teachers do not have the time, or have not been properly

trained to differentiate or provide access to materials for high achieving or gifted students. A

national study conducted by the Fordham Institute found that 58% of teachers have received no

professional development focused on teaching academically advanced students, and 73% of

teachers felt that their high achieving students are under-challenged in school (Farkas & Duffet,

2008).

The Cobb County School District provides services for students identified as gifted at all

grade levels that are designed to address cognitive and affective growth. Gifted curriculum

emphasizes critical and creative thinking, advanced research skills, and advanced/accelerated

academics.

Statement of the Problem

High achieving and gifted elementary school students are provided with few

opportunities to extend their understanding of general curriculum topics at deeper levels, or

engage in self-directed extension activities. This topic is of personal interest to me, as I teach

gifted students, who attend our county’s advanced learning program called “Target” one day per

week in a self-contained resource classroom. My students will often ask for extra work that they


can complete when they are not in Target class. They tell me that they are not as challenged as

they would like to be in their general education classrooms, often finish before other students,

and utilize their time in between assignments independently reading. I would like to understand

the needs of these students more, how they would respond to the opportunity for curriculum

extension, and how this would affect their attitudes about learning.

Purpose of the Study

Online technologies provide an opportunity to deliver differentiated curriculum to gifted

students that can offer them a greater depth of study, a variety of topics, and allow students to

move at their own pace (Nugeni, 2001). The purpose of this mixed methods study was to

determine if online extension lessons are an effective way for gifted students to continue learning

beyond their one day per week resource class in the elementary school setting. Extension lessons

are defined as any activity that extends the learning of the lesson to create a deeper

understanding of the content being taught in the classroom. They are challenging in nature and

provide opportunity for self-directed learning.

Research Questions

This study analyzed the connection between the use of online curriculum extension

lessons, student online discussions, and engagement in learning among gifted elementary school

students. The following research questions guided this work:

1. To what extent do gifted students choose to participate in online extension lessons?

2. Do online discussion groups motivate students to participate in extension lessons?


3. Does participation in extension lessons influence student perceptions of their overall

engagement in learning?

Definition of Terms

Extension Lesson: an independent study activity that extends the learning of the gifted

curriculum to create a deeper understanding of the content being taught in the classroom.

Extension lessons were offered weekly in an online format as an optional continuation of the

topics discussed in class. Extension lessons were completed outside of the Target classroom.

Gifted Student: a student who demonstrates a high degree of intellectual and/or creative

abilities, exhibits an exceptionally high degree of motivation, and/or excels in specific academic

fields, and who needs special instruction and/or special ancillary services to achieve at levels

commensurate with his or her abilities. Gifted identified students have been referred for

evaluation, assessed, and found eligible for gifted services. Students are assessed in four areas:

mental ability, achievement, creativity, and motivation. Instruments include nationally normed

tests, rating scales, and other Cobb County approved measures that comply with Georgia state

rules and regulations. Delivery models for gifted services include the resource classroom, where

all students are identified as gifted, cluster grouping, and collaborative teaching.

Target: Target is the name of the gifted education program in Cobb County. Students attend a

weekly Target resource class with other students in their same grade level. The class duration is

6 hours, and students eat lunch and attend Specials with their Target classmates on their Target

day.

Extension Lessons

This study utilized independent study opportunities in the form of an optional weekly

online curriculum extension lesson. The differentiated content in the extension lessons was


designed to address the needs of gifted students by stimulating critical thinking and offering

opportunities for deeper topic research and extended academic study. Students choose from a

variety of topics that were connected to the curriculum, interesting, and continued student access

to focused learning opportunities (Powers, 2008). Extension activities were completed

independently by students online, culminating with participation in an online group discussion

that facilitated peer interaction.

Limitations of the Study

The study was limited to all third, fourth, and fifth grade gifted students attending the

Target program in a Cobb County elementary school. The study was also limited by the short

amount of time in which the students were exposed to extension lesson opportunities. The

students were only exposed to a weekly extension for one week before data collection began and

four weeks before data collection was completed. The sample was limited to the students that

were enrolled in the school’s third, fourth and fifth grade Target classes.

Significance of the Study

There is growing evidence that our U.S. education system is failing to nurture its gifted

students. The low percentage of students scoring at the National Assessments “advanced” level,

declining rankings of students test scores internationally, and the ongoing need of finding

qualified domestic personnel to fill critical jobs are indicators of a weakness in our educational

system (Finn, 2012). This topic was chosen to study to determine if the use of online independent

learning opportunities can help address the learning needs of gifted students.

While most teachers strive to differentiate instruction for all of their students, struggling

students are typically the priority and little time or resources are left for gifted students (Farkas &


Duffet, 2008). Readily accessible online technologies offer an efficient and engaging way to

deliver differentiated gifted instruction and increase the ability incorporate discussion about

relevant topics. Online technologies can be used to extend the instruction offered in the gifted

classroom beyond the 6-hour per week Target class, facilitate discussions, and allow students to

interact and collaborate with their gifted peers. This study is important because it will

investigate the experiences of the students participating in extension lessons, and the motivating

factors that promote engagement in their learning.


Chapter 2

REVIEW OF THE LITERATURE

Identifying gifted learners and the efficacy of providing specific curriculum designed to

meet their needs has long history. Education for intellectually talented learners in the United

States dates back 100 years to the establishment of schools for gifted students (Plucker &

Callahan, 2014). Significant research on giftedness funded by the federal government occurred

during the cold war and 1960’s through the support of the Javits Gifted and Talented Students

Education Act. This support continues today with the establishment of the National Research

Center on the Gifted and Talented (NRC/GT) in the early 1990’s and research programs have

developed at several major universities.

The bulk of the studies in gifted education have lacked causal research, and have focused

on descriptive and correlational analyses (Plucker & Callahan, 2014). A major concern of

advocates for gifted education is the absence of interventions in the regular classroom

environment that address the needs of gifted students. Among such descriptive studies, the

NRC/GT’s work identifies evidence of a lack of attention to curricular and instructional

differentiation in elementary schools, resulting in insufficient challenge for gifted students in

general education classrooms (Westberg, Archembault, Dobyn, and Salvin, 1993; Westberg and

Daoust, 2004). Differentiation in the general education classroom is one of the most common

forms of programming for gifted students, however studies focusing on differentiation indicate

that teacher focus tends to be on struggling learners (National Association for Gifted Children,

2011).

The growth of digital technologies have created many opportunities to provide a variety

of differentiated content to students in an efficient manner. Assignments can be posted online at


little to no cost and accessed by students within the classroom. Online content can be provided to

meet gifted student needs by allowing students to move at a faster rate, learn at deeper levels,

and engage in activities that are aligned with their existing knowledge base thus providing

challenging and meaningful learning experiences. Because the research reveals that teachers

struggle with curricular and instructional differentiation in the classroom, independent study is a

technique that is recommended for gifted learners, offering student’s choice, independence, and

connection to real world experiences (Powers, 2008).

Currently, there is little opportunity for the delivery of consistent differentiated

instruction for gifted students at Mountain Elementary School. Most teachers engage in best

practices regarding instruction and differentiation, but lack the ability to do so consistently.

When asked about how they differentiate for gifted students, teachers have remarked “I know I

should do it, and I want to do it, but I just don’t have the time to provide separate lessons and

materials for a handful of students,” “I need help with finding appropriate curriculum for my

gifted students,” and “…the reality is that my priority is focusing my time in class on my

students who are not mastering the standards.” (personal communication). If independent study

is offered via online extension lessons, will gifted elementary students participate in the lessons,

will the opportunity of participating in an online discussion forum motivate students to take part

in the lessons, and how will this influence student perceptions of their engagement in learning?


Chapter 3

METHODOLOGY

Research Design and Procedures

A mixed method concurrent triangulation design was chosen for this study, which

utilized the concurrent, but separate collection of both qualitative and quantitative data including

online student surveys, student and teacher interviews, and analysis of on online discussion

forum (Creswell, 2003). Students in the study participate in a Bring Your Own Device (BYOD)

program that is currently only offered to Target students. A qualitative collective case study was

used to explore gifted students experiences with extension lessons offered in an online format,

and their perceptions of how this influences their social behaviors, motivation and engagement in

learning. Case studies examine a set of individuals and present data that is gathered through a

variety of means to enhance the theory generating capabilities of the case and to provide validity

to the assertions made by the researcher (Stake, 2005). A pre- and post-survey, along with an

analysis of discussion forum content and interviews were used in this collective case study to

interpret gifted students’ perceptions.

The research conducted for this study focused on gifted 3rd, 4th, and 5th grade Target

students who attend a Cobb County elementary school in Marietta, Georgia. All lessons were

presented to the students in a variety of online platforms, including websites, a class Wiki, and

unit Web Quests. The Target website is used as a resource page, and provided links to all digital

resources. The class Wiki offered students a place to work collaboratively, reflect on their

learning, and present their work. Web Quests were used to deliver unit lessons in an online

project format that was accessible before, during, and after Target class. All assignments were

posted in Edmodo, a learning management system that offers elementary students the ability to


communicate in a safe and monitored environment. Class communication on Edmodo was

strictly limited to questions and comments related to assignments.

The Target curriculum was separated by grade level. Students in 3rd grade study

environmental issues related to trash and composting through the Talking Trash Web Quest. The

unit for students in 4th and 5th grades was the Inventure Web Quest, which focuses on using the

iterative design process to develop an invention or product that will be entered in a school

competition. Unit lessons were posted in the Web Quest, which facilitates student interaction.

Extension lessons were offered at the end of each unit lesson in the Web Quest. A summary of

the Extension lesson components was posted, along with the time required to complete the lesson

(usually 10-15 minutes). To adjust for their developmental readiness and stamina, extension

lessons for 3rd grade students contained fewer components than those offered to 4th and 5th grade

students. Students who completed the extension activity were invited to join a “Playground”

discussion forum to share their learning and thoughts about the topics informally with other

students participating in the extension activities. Students who posted a comment in the

Playground were awarded an animated “badge” in Edmodo that related to the extension lesson

topic. Extension lesson topics cover the cognitive gifted standards of divergent thinking,

problem solving, and evaluative thinking, and relationships/connections.

Student responses were tracked and analyzed. Students received invitations to complete

extension lesson activities once per week for four consecutive weeks. These invitations were

located in the class Edmodo page, which is used to provide links to assignments and weekly

reminders to students. Links to the extension lessons were provided in the reminder. The

researcher acted as a facilitator and point of contact for the students.


Quantitative components of the study focused on how many students utilized the

extension opportunities and how often they participated. A post-survey was conducted to assess

motivating factors and if participation in the lessons influenced student engagement.

Boundaries

This research was limited to gifted 3rd, 4th and 5th grade students who reside in Cobb

County, Georgia. The students were between the ages of 8 and 11 years old and attend the same

public elementary school. All students participated in the Target program. None of the students

had any experience with online extension lessons prior to the study. During the study the

students’ participation in the research was limited to 5 weeks. Students were exposed to 4 weekly

extension lessons 5 weeks to participate in the discussion forum following completion of the

extension lesson. All students had access to their own personal devices or classroom devices

(iPads, desktop pc’s, Chromebooks, and laptops) at school, and all of the participating students

reported having access to the Internet at home.

Participants

The students who participated in this study were comprised of 162 students in 3rd, 4th, and

5th grade students who participate in the Target gifted program at a Cobb County elementary

school. The researcher, Julia Varnedoe, and another Gifted Education Specialist taught the same

content to all sections of classes involving these students during the study. All students have

active gifted eligibilities and were served in the gifted education program at their elementary

school. The participants were 89 males and 73 females. Of the total students who participated in

the study, 108 were white, 42 Asian, 6 multiracial, 4 Hispanic, and 2 black. No background

knowledge of the students was used for selection of participants. Students gave verbal consent to

participate in the study interviews and pseudonyms were used to protect their anonymity.


Table 1

Participant Demographics

Grade Female Male Total White Asian Multi Hispanic Black

3rd 19 15 34 23 9 1 1 1

4th 36 35 71 47 18 3 2 0

5th 34 23 57 38 15 2 1 1

Totals 89 73 162 108 42 6 4 2

Research Context

This research took place in two Target classrooms at Mountain Elementary School

(pseudonym), a suburban community that is considered part of metro Atlanta, Georgia. As of

2015, Mountain Elementary School had 1,037 students including 810 White, 120 Asian students,

and 48 Hispanic students. The remaining students are made up of mixed race, black, and

American Indian students. Mountain Elementary School has 100 fulltime teachers with a student

to teacher ratio of 16 to 1 and 3.7% of students receive free/reduced lunch (School Digger). The

participants in the study were gifted students chosen from multiple Target classes. An attempt

was made to select them proportionally to the demographics of Mountain Elementary School.

All interviews were conducted in the same classroom. The surveys issued to the participants

were administered using Google forms.

Researcher Background and Role

For the purpose of the study, I assumed the role of interviewer, discussion participant,

and interpreter. I am an active advocate for gifted education and do not believe gifted students

needs are adequately met. I was very curious to see if the students would participate in the

extension lessons. Survey and interview questions were designed to be understood by

elementary school student participants.


Data Collection

Data was collected over five weeks during October and November 2015. A pre-study

survey was conducted during the week of October 19, 2015 prior to the extension lessons being

introduced. The purpose of the survey was to gather baseline data on technology use as well as

the likelihood of participating in extension lessons. Students participating in the extension

lessons were offered the opportunity to join a discussion forum. Quantitative data was collected

from the discussion forum from October 19-November 20 to gather additional information on

student participation, determine if the discussion forum was a motivator for student, and evaluate

if the lessons influenced student engagement in learning. Student responses were also coded to

develop emerging themes. A post-study survey was conducted during the week of November 9

to allow students to formulate responses regarding their participation in extension lessons,

factors that influenced their motivation to participate, and their perceptions regarding its

influence on their engagement with learning. Surveys were anonymous and students were

encouraged to provide honest feedback. Finally, 2 interviews were conducted on November 13,

2015 with a teacher and a student. The interviews were designed to clarify questions the

researcher had regarding the existing data, and also provide insights from a student and teacher

perspective. Responses from the interviews were coded to identify themes.

Surveys

Two surveys were conducted during the research, a pre-study survey (Appendix A) and a

post-study survey (Appendix B). The surveys were posted as an assignment in the student

learning management system Edmodo prior to the introduction of the extension lessons and

again after the launch of the 4th lesson. Surveys were completed in class and also at home. The

purpose of the surveys was to collect information on student perceptions and observe any


changes following the conclusion of the research. The surveys were administered online through

Google Forms, and contained both quantitative and qualitative questions. There were a variety of

question types, including Likert scale questions, a rating of the extension lessons, and an open

response opportunity. Questions were written to address the research questions and focused on

participation and motivation behaviors, as well as their attitudes regarding student engagement.

The pre-study Student Technology Use Survey contained 8 questions that related to

student technology use. This was important to the research because extension lessons were

provided online, and the survey provided baseline information about device usage as it relates to

motivation and student engagement with learning. An attitude scale was used to ask students

about the likelihood of participation in extension lessons based on delivery method – worksheet,

online, or online with an opportunity to participate in a discussion group. The multiple choice

questions asked students if they brought their own device, if using a device makes them more or

less motivated to complete class activities, and if device usage helps them to engage in learning

more. The survey also included a checklist question that allowed students to select from 9 factors

describing how using device may enable them to engage more with their learning. An open

response question was included prompting students to share information about completing

assignments and activities using BYOD.

The post-study survey Student Extension Lessons Survey was conducted following the

4th extension lesson. This survey contained 9 questions related to the student participation rate,

factors affecting motivation to participate, and if/how participation helped them to engage in

learning. There were a variety of open and closed question types, including multiple choice,

checklist, attitude scale, and an open response question to allow students to share information

about the extension lessons.


Interviews

A teacher and student interview was conducted on November 13, 2015 to help understand

the respondent’s experiences with the extension lessons. The interviews were conducted during

the school day in the Target classroom. A fourth grade white male student who participated in

the extension lessons was chosen for the student interview. The student participated in the

lessons and discussion board, and was willing to discuss his experiences. During the student

interview, the respondent was asked clarifying questions regarding motivation to participate in

the first extension lesson, and factors that influenced continued participation. The respondent

was asked if participation in the discussion forum with other students affected his participation,

and if he earned any reward badges. Finally, the participant was asked to describe when he was

most engaged in learning in his homeroom and the Target classroom. This was explored further

by having the respondent describe behaviors and attitudes present when he is engaged in

learning, and if using a device contributed to this engagement. Finally, the respondent was asked

about the connection between participation in extension lessons and his attitudes about himself

as a learner, and if there was a pay-off or perceived reward for completing the lessons.

The teacher interview was conducted following the posting of the 4th extension lesson.

The female gifted teacher who implemented the extension lessons in her classroom was chosen

for the interview. The teacher was asked if device use helps students to engage in learning, and

how this was observed in the classroom. The teacher was also asked to describe initial student

reactions to the extension lesson, and how these changed over the course of the 4 lessons. During

the interview, the teacher described how she identified student engagement in her classroom, and

if she felt that the extension lessons influenced student engagement by providing specific

examples.


Online Discussion Forum

Access to a “members-only” online discussion forum, called a Playground, was available

to students who participated in the extension lessons. Two separate playgrounds were utilized

that were themed after student study units – the Taking Trash Extension Lesson Playground (3rd

grade) and the Inventure Extension Lesson Playground (4th & 5th grade). At the end of each

lesson, a prompt invited students to “Go to the Playground” by clicking on a link to Edmodo and

entering a unique join code. Students were only required to join once. This allowed the

researcher to segregate data and the provided an age appropriate forum for the students. The role

of the researcher was primarily passive within the discussion forum, and limited to posting a

weekly discussion prompt introducing an extension lesson topic for discussion. Students were

permitted to discuss their choice of any topic informally, but were also encouraged to discuss the

extension lessons. Data from the discussion forum posts was collected from October 19-

November 20, 2015. The purpose of collecting the data was to gather information on student

participation and student engagement.

Data Analysis

Because this is a mixed methods design, both qualitative and quantitative data was

analyzed to address the research questions. The Triangulation Design was used to obtain

different, but complimentary data on the same topic (Creswell, 2003).

Qualitative data was collected by analyzing open responses from the surveys, interview

transcripts, and discussion forums. Thematic analysis was used to encode qualitative

information, categorize data, and to identify patterns and common themes around specific items

in the data. Data driven codes were constructed inductively from the raw information gathered.

During the data reduction process, data was disregarded that did not specifically provide

evidence for the emerging themes that addressed the research questions. The codes were


documented in a codebook, and patterns that emerged from the coded data were identified as

themes. The codebook was peer reviewed for consistency and validation.

Quantitative data from the surveys and discussion forum was entered into separate

spreadsheets for analysis. The survey data was organized by question. Discussion forum posts

were organized by type, owner, and date of posting. Data was cleaned by logic checks and spot-

checking to ensure errors such as duplicate entries, and incorrect dates were identified and

corrected prior to analysis. Descriptive statistics were used to describe student participation in

the extension lessons. Data was disaggregated by grade level to help identify patterns and

understand student participation. Discussion forum and survey data were analyzed using

percentage of responses, while scaled questions were evaluated using a mean to indicate overall

agreement with the given statements.

Ethical Considerations

All students were given background information about the study. They were told their

participation was voluntary and that it would not impact their grade in any way. The interview

participants gave consent for participation by signing an Informed Consent Form, which was

adapted for specific use in the study from examples retrieved from Boston University (Appendix

G). The parent of the student interviewed provided consent for her son to participate in the

interview, and the student gave verbal consent. No one was harmed during the course of the

study or forced to participate, and all data was kept confidential.

Summary

The study of gifted elementary students took place over 5 weeks, from October 19 -

November 20, 2015. A total of 162 gifted students in grades 3, 4, and 5 participated in a pre-


study survey to gather baseline data prior to the introduction of the extension lessons. Students

participating in the study were given access to an online discussion forum, and prompted to

participate following each extension lesson. A total of 116 students participated in the online

discussion forum, and their responses were used to inform the research. A post-study survey was

administered to gather data regarding student experiences with the extension lessons. Two

interviews were conducted to help answer the research questions. Open response questions

included in the survey, as well as text segments from the interview transcripts were analyzed to

develop codes and themes that address the research questions. Quantitative and qualitative

elements of the data were analyzed, and data was collected concurrently.


Chapter 4

RESULTS AND DISCUSSION

Results

Student Surveys

A pre-study Student Technology Use Survey was given to determine usage and attitudes

towards toward technology, as well as the likelihood of participation in extension lessons. A

total of 162 students were surveyed in grades 3, 4, and 5 (Figure 1). Of the students surveyed,

80% bring a device to school, 10% do not bring a device but would like to bring one, and 9% do

not bring a device (Figure 2.).

Figure 1. Survey Participants. Figure 2. BYOD Participation

Participants were asked if using a device influences their motivation to complete Target

Class Activities. Over half of the students, 53.8% indicated that they are more motivated to

complete activities when using a device, with 43.6% reporting their motivation was about the

same (M=2.51 out of 4) (Figure 3). When asked if their device helps them to engage in

learning, 52% of the students surveyed indicated that they are more engaged because their device


supports collaboration, while 33.3% reported they are more engaged because their device lets

them learn at their own pace (Figure 4).

Figure 3. Device Use and Motivation Figure 4. Device and Engagement in Learning

Students were asked about their likelihood of participating in extension activities given

the several scenarios. If the activities are offered on a worksheet, 18.8% said they would

definitely participate (Figure 5). If activities are offered online, the number of students indicating

they would definitely participate jumped to 55.6% (Figure 6). Surprisingly, the percentage of

students indicating they would definitely participate in extension activities offered online with

the ability to participate in a discussion group decreased by 10% to 45.3% (Figure 7).

Figure 5. Extensions on a Worksheet Figure 6. Extensions Offered Online


Figure 7. Extensions Online with Discussion Group

Following completion of the extension lessons, a post-study survey was conducted to

determine student participation. A majority of the students, 77.8%, participated in at least 1

lesson, and more than half of the students participated in 2-4 lessons (Figure 8).

Figure 8. Number of Lessons Students Participated In

Students rated the topics of the extension lessons they participated in (Table 2). The mean

scores indicate the average ratings were in the ‘Good’ to ‘Loved It!’ range. Students rated lesson

#2 Problem Solving the highest, with 66% of the students responding ‘Loved It!’ and 28%

responding ‘It was Good’ (M=2.60). Extension lesson #3 Critical Thinking was rated the second


highest with 53% responding ‘Loved It!’ and 37% reporting ‘It Was Good’ (M=2.42). Lesson #4

Relationships & Connections was the least favorite.

Table 2

Rate the Extension Lessons

Extension Lesson Not My Favorite It Was Good Loved It! Mean

#1: Creativity & Divergent Thinking 11.71% 41.44% 46.85% 2.35

#2: Problem Solving 6.00% 28.00% 66.00% 2.60

#3: Critical Thinking 10.47% 37.21% 52.33% 2.42

#4: Relationships & Connections 17.31% 36.54% 46.15% 2.29

The students were asked how they felt about the extension lessons at different times,

which were ranked chronologically (Table 3). The percentage of students who said they would

‘definitely participate’ increased slightly from 38% (M=2.30) to 42% (M=2.35) when students

learned that the lessons included a discussion forum, and jumped to 60% following participation

in a discussion forum (M=2.51). Another significant increase occurred after students received a

badge. These results indicate that the discussion forum and badges were motivating factors for

students, moving them from the “might participate’ to ‘definitely participate.’ Receiving a badge

also moved students from ‘not likely to participate’ to ‘might participate’ and ‘would definitely

participate’ (M=2.70).

Table 3

Responses to Scaled Survey Items


Survey Item

Not Likely to

Participate

I Might

Participate

Would Definitely

Participate Mean

When I first learned of the

extension lessons 8.15% 53.33% 38.52% 2.30

When I learned the lessons

included a discussion forum 8.45% 48.59% 42.96% 2.35

After participating in a discussion

forum 9.85% 29.55% 60.61% 2.51

When I received a badge 3.15% 24.41% 72.44% 2.70

Students were asked about factors that motivated them to participate in the extension

lessons (Table 4). Approximately half of the students indicated their motivation was intrinsic,

with 21% responding ‘I was curious about the topics’ and 30% ‘I am always looking for new

ways to learn.’ Students also noted extrinsic motivators, 10% chose “I wanted to impress my

teacher,’ 13% wanted to ‘participate in the discussion forum,’ and 16% of the respondents

‘enjoyed earning badges for each discussion.

Table 4

Responses to Question #5

What motivated you to participate in the extension lessons? % Students

I was curious about the topics. 21.92%

I am always looking for new ways to learn. 30.05%

I wanted to impress my teacher 10.34%

I wanted to participate in the discussion forum. 13.05%

I enjoyed earning badges for each discussion. 16.01%

I did not participate in the extension lessons, but might do so in the future. 6.40%

I am not interested in the extension lessons. 2.22%

To further explore attitudes about the extension lessons, students were asked to rate a

series of statements on a Likert scale to help identify motivating factors (Table 5). The students


agreed or strongly agreed to the following statements, which were statistically significant: ‘the

topics were interesting to me.’ (M=3.34), ‘the lessons made me think about things in different

ways,’ (M=3.36), ‘I liked the discussion forum,” (M=3.25), ‘the lessons allow me to go beyond

what we learn in class,’ (M=3.39), and ‘the lessons help me to be more involved in my own

learning,’ (M=3.2). Overall, students disagreed with the statements ‘the lessons were too

difficult,’ (M=1.57) and ‘the lessons take up too much time,’ (M=1.78), and ‘I would like them

better if I received a grade,’ (M=2.0).

Table 5

Responses to Question 7

Rate the following statements about the

extension lessons: Strongly Disagree Disagree Agree Strongly Agree Mean

The topics were interesting to me 0.00% 5.34% 55.73% 38.93% 3.34

The lessons made me think about things in

different ways 0.00% 7.75% 48.84% 43.41% 3.36

I liked the online discussion forum 2.38% 11.90% 43.65% 42.06% 3.25

The lessons allow me to go beyond what we

learn in class 0.78% 7.03% 44.53% 47.66% 3.39

They took up too much time 42.31% 42.31% 10.77% 4.62% 1.78

I would like them better if received a grade 40.15% 30.30% 18.94% 10.61% 2

The lessons help me to be more involved in my

own learning 1.54% 12.31% 50.77% 35.38% 3.2

The lessons were too difficult 50.00% 44.53% 3.91% 1.56% 1.57

Students were asked if the extension lessons helped them to engage in learning more

(Table 6). Over half of the students, 57% of the respondents, indicated the lessons ‘helped me

study different topics and learn at a deeper level.’ A much smaller number of students, 15%,


responded to the question choosing, ‘yes, I can learn by doing additional work’ and ‘yes, because

I enjoy the social interaction of the discussion forum.’

Table 6

Response to Question #8

Did participating in extension lessons help you to engage in learning more? % Students

No, I enjoy learning and readily engage in opportunities presented to me. 11.90%

Yes, I can learn by doing additional work. 15.08%

Yes, because I enjoy the social interaction of the discussion forum. 15.08%

Yes, the lessons helped me study different topics and learn at a deeper level. 57.94%

Interviews and Open Responses

Five themes emerged from the coding of the transcripts from the student interview

(Appendix F), teacher interview (Appendix G), and the student comments in the open response

question on the surveys (Appendix C). The themes include influence of technology, motivating

factors, perception of extension lessons, engaged behaviors, and student perceptions of learning

(Table 7). The themes described participant’s perspectives on participation in online extension

lessons, online discussions, and their influence on student engagement.

Table 7

Codebook

Code Definition Exemplary Quotes

Influence of

Technology

Perceptions of the ways the use of

technology may influence student

behaviors or attitudes towards learning.

“Technology helps me learn in a faster and more

modern way.”



“I sometimes think it is kind of annoying that we have

to turn in everything online and it might not actually

work.”

“I think it makes a difference because they equate it to

playing games – less learning and more enjoyment.”

Motivating Factors Factors that influence students to

participate in learning activities.

“They (students) were very excited about getting on the

playground, and it was a huge initial motivating

factor.”

“It is more interesting to me if it ties into the learning

and is something totally fresh.”

“I liked the badges. If other people could see your

badges I would like them better.”

Perception of Extension

Lessons

Demonstration of student’s point of

view regarding extension lessons.

“The extensions where super fun and I loved the

discussion forum. It's a great experience and I love

everything about it. Over all I loved it.”

“It sounded like fun to do something different than

Target homework.”

“I think that the extension lessons were great! They

made me think more deeply about those topics and

how we can make the world a better place.”

“As they did more (lessons) they seemed to enjoy it for

the sake of learning…”

Engaged Behavior Student and teacher descriptions of how

they feel and act when they are or are

not engaged in learning.

“When I participate in something I am engaged in I

feel kind of sad that we have to leave, I want to do

more and keep on working.”

“As soon as they are logged in, they start right away.

They communicate with each other, and seem to work

better together when they are actively engaged. They

are usually smiling. They are excited.”

Student Perceptions of

Learning

Student perceptions of traditional

learning activities, time available to

dedicate to those activities, and what it

means to be a learner.

“They were thinking, “great, once my mom sees it

posted she is going to make me do this.” I think most

of them looked at it like it was just one more thing for

them to do.”

“The lessons are entertaining and fun, I enjoyed

learning about things we don't usually learn in school.”

“I love the part that you get to share cool facts with

your friends but sometimes I don't have enough time.”

The first theme in the codebook addresses the influence of technology. Because

extension lessons are delivered online, it was important to understand how technology influences

student participation. Student responses were primarily positive, with the teacher mentioning


that students “equate it to playing games – less learning and more enjoyment.” Negative views of

technology were also noted, with a student stating, “I sometimes think it is kind of annoying that

we have to turn in everything online, and it might not actually work.”

The second theme that emerged was motivating factors for participation in the extension

lessons. Factors mentioned included Edmodo badges and the type of content in the lessons,

which a student mentioned is “interesting to me if it ties into the learning and is something

totally fresh.” According to the teacher, participation in the members-only playground “was a

huge initial motivating factor.” This helps to define the importance of the discussion forums in

student motivation to participate, while also defining other motivating factors.

The third theme concerned student perceptions of the extension lessons. Student feedback

was very positive regarding the lessons, and the teacher noted that student satisfaction seemed to

change over time, “As they did more (lessons) they seemed to enjoy it for the sake of

learning…” This theme also supports the research question but suggests how initial motivation to

participate might differ from sustained motivation over time.

The fourth theme that emerged was engaged behavior, defining how students feel and act

when they are engaged in learning. The teacher said that students want to “start right away” and

added, “They are usually smiling. They are excited.” The student interviewed said “When I

participate in something I am engaged in I feel kind of sad that we have to leave, I want to do

more and keep on working.” These perceptions help to define student engagement with learning

and support the research question.

The fifth and final theme to emerge was student perceptions of learning. This was an

unexpected theme that was defined as student perceptions of traditional learning activities, time

available to dedicate to those activities, and what it means to be a learner. As the iterations of the


coding process were performed, it became clear that there were both positive and negative

perceptions of learning. The positive perceptions tended to cluster around the engaged behavior

theme, while the more negative perceptions were most closely associated with the word

“learning” and traditional learning activities such as homework, classwork and school. Activities

that were described as “fun” were not associated with learning. An example of this is a quote

from a student, “The lessons are entertaining and fun, I enjoyed learning about things we don't

usually learn in school.” Time constraints were also added to this category as they were

connected with quotes on homework and assignments. When recalling student reaction to the

launch of the extension lessons, the teacher said, “They were thinking, ‘great, once my mom sees

it posted, she is going to make me do this.’ I think most of them looked at it like it was just one

more thing for them to do.” This is related to some of the other themes and may require

additional questioning to more firmly define how this addresses the research question.

In summary, the themes that were identified help us to better understand student

experiences with the extension lessons and factors that influence student participation,

motivation, and engagement in learning.

Online Discussion Forum

Data from the online discussion forum was evaluated to address the research questions

and to better understand how the discussion forum related to student participation and

motivation. Of the 162 students that participated in the research study, 115 also participated in

posting on the Playground discussion board (Table 8). Of the 3rd grade students, 100%

participated in posting to the discussion board, with a mean of 3.21 (m=3.21) posts per student.

While the 4th and 5th grade students had a smaller percentage of discussion board participation,


63.2%, these students participated more frequently in posting to the discussion board, with a

mean of 5.82 posts per student. The mean for all students was 5.25 posts per student.

Table 8

Discussion Board Participation

3rd Grade 4th & 5th Grade Total

Number of students posting 34 81 115

Mean # posts per student 3.21 5.82 5.25

Discussion board posts were analyzed by date to identify activity trends (Figure 9). A

total of 602 posts were analyzed from October 19-November 20, 2015. The number of posts for

3rd grade peaked at 44 on October 27, 2015. Concurrently, the number of posts for 4th & 5th

grade peaked at 100 on October 26, 2015. The time frame for the increase in activity is

correlated with the conclusion of the first week of extension lessons and the launch of extension

lesson 2.

Figure 9. Discussion Post Activity


Finally, discussion board posts were categorized by type, based on the Collaborative

Learning Conversation Skills Taxonomy, which illustrates the conversation skills most often

exhibited during collaborative learning and problem solving (Soller, 2001). The taxonomy

breaks down learning conversation by skill type: Active Learning, Conversation, and Creative

Conflict. Within each skill type are subskills and attributes which enable the discussion posts to

be easily categorized (Table 9). The skills address the research question by providing a

connection between participation in online extension lessons, student online discussions, and

engagement in learning.

Table 9

Definitions for Collaborative Learning Conversation Skills and Subskills

Reproduced from Soller, A. (2001)

Discussion posts were printed, categorized, and entered into a spreadsheet for analysis

(Table 10). Of all student postings, 432 were categorized as containing Active Learning, and

contain subskills such as making a request, advancing the conversation by providing information,

or motivating others by providing positive feedback and reinforcement. These are most closely


aligned with the behaviors exhibited during engaged learning activities. Conversation skills were

exhibited in 167 posts, and subskills include shifting the focus of the group, supporting group

cohesion, and acknowledging comments.

Table 10

Conversation Skills by Grade Level

Types of Posts 3rd Grade 4th & 5th Grade Total

Active Learning 94 338 432

Conversation 14 153 167

Conflict 1 4 5

A further analysis of the subskills reveals that the content of 3rd grade student’s posts had a

higher percentage of Active Learning subskills than those of 4th & 5th grade students (Figure 10).

4th and 5th grade postings in the Conversation area of Maintenance represented more than double

the percentage of postings by 3rd graders in the same subskill (Figure 11).

Figure 10. Active Learning Subskills.


Figure 11. Number of Posts Categorized by Type.


Discussion

This study analyzed the connection between the use of online curriculum extension

lessons, student online discussions, and engagement in learning among gifted elementary school

students. Quantitative and qualitative data was gathered to address the research questions and

determine level of participation in online extension lessons, motivating factors, and if

participation influences student engagement in learning.

The influence of technology is intertwined throughout the findings as it affects student

participation, motivation, and student perceptions of their engagement in learning. The majority

of students surveyed (80%) bring a device to school or would like to bring a device (10%). Over

half of the students (53%) feel that device use influences their motivation and 85% believe they

are more engaged in learning when using a device. The research revealed that students are more

likely to participate in extension lessons if they are offered online versus a worksheet. An

emerging hypotheses informed by the research may be related to how students view computer

related activities versus traditional learning activities. Students repeatedly described computer

activities as “fun” and compared them to “games.” Conversely students described traditional

learning activities as “work” and something that they “have to do.”

A majority of the students in the study participated in the extension lessons. 78% of

students participated in at least one lesson and 56% participated in 2-4 lessons. Overall, the

students rated the extension lesson topics positively, and rated the lesson on problem solving the

highest of all of the lessons. Students also mentioned lesson topics in survey open responses and

in the interview as being a factor for both initial and continued participation in the lessons.


Students are motivated by a variety of factors to participate in the lessons. The data

suggest that access to the discussion forum was a significant initial motivating factor for students

to participate in the extension lessons. Of the 162 students who participated in the research study,

70% also took part in posting on the Playground discussion board, with a mean of 5.25 posts per

student. Posting activity spiked following the conclusion of the first week’s lesson and beginning

of the second week. The teacher and student interview also supported this finding. The research

identified other extrinsic motivational factors that influenced participation, including earning

Edmodo badges, and the content of the lessons, which should be ‘fun’ and different from

traditional activities such as homework and classwork typically associated with school. The

strengthening of behavior which results from reinforcement is known as 'conditioning'. BF

Skinner’s theories in operant conditioning suggested that a desired reinforcement makes a

response more probable or a behavior more frequent (Skinner, B.F., 1953). Using

reinforcements such as the badges, would be recommended to encourage and sustain student

motivation over time. Negative motivators were also cited in the research. Students mentioned

not having enough time to complete the lessons, which impacted participation, and students

appeared to be split on whether grades or extra credit should be offered as part the extension

lessons.

Student levels of engagement were measured by interviews, the content of discussion

forum posts, and survey responses. Over half of the students (57%) indicated the lessons helped

them learn at a deeper level, allow them to go beyond what is learned in class 92%, and help

them to be more involved in their own learning (86%). They described engaged behavior as

being excited about learning, focusing on the learning tasks, and not wanting to stop. The content


of discussion board posts identified 72% of the postings as having students engaged in Active

Learning conversation skills.

Directions for Future Research

There were several things topics that emerged for further study following this research.

Positive and negative student perceptions of traditional learning activities should be explored to

define the perceptions, causes, and how they impact self-directed learning behaviors of gifted

students. Another area worth investigating is how time impacts student choices for participation

in extension activities. Finally, it would be beneficial to structure the online discussion activities

to be more aligned with research and data collection in future studies, perhaps utilizing the

medium for online focus groups.


References

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Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative

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Institute, High achievement students in the era of NCLB (p. 78). Washington, DC:

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students-in.html

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too/266544/

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Instruction/Pages/Gifted-Education.aspx


Informed Consent Form. Boston University, Retrieved from

http://www.bu.edu/linguistics/UG/course/lx700-

f05/handouts/Informed%20Consent%20Examples.doc

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from http://eds.a.ebscohost.com.proxy.kennesaw.edu/eds/detail/detail?sid=9eadfb4d-

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Appendix A

Student Technology Use: Pre-Study Survey


Appendix B

Student Extension Lessons Survey: Post-Study Survey


Appendix C

Survey Open Response Codebook


Influence of Technology Student perceptions of the ways the

use of technology may influence

their behaviors or attitudes towards

learning.

“Yes, I liked to see what other people

thought in their own way.”

“Well, I really enjoy doing BYOD in

Target because I get my grades faster.

Also, it tells me when I have not done an

assignment and when to complete it... All

in all, I enjoy doing BYOD and think it

helps me learn in a faster and more modern

way.

“I sometimes think it is kind of annoying

that we have to turn in everything online

and it might not actually work.”



“I only did they first one because the

others were not that interesting to me.”

“I would really like if we got extra credit

by doing the extension lessons. They

would make me and probably other people

do the lessons more often.”

“The topics were interesting and they

helped me with my Inventure project.”

“I did not get any badges even though I did

it.”


Lessons



“The extensions where super fun and I

loved the discussion forum. It's a great

experience and I love everything about it.

Over all I loved it.”

“I think that the extension lessons were

great! They made me think more deeply

about those topics and how we can make

the world a better place.”

Engaged Behavior Student descriptions of how they feel

and act when they are or are not

engaged in learning.

“I also think that these lessons were cool to

me because it was on topics that nobody

really thinks about. Like creativity and

strategies in Rock, Paper, Scissors. I loved

that part of it!”

“I thought the extension videos were pretty

cool and you get to learn in a fun way.”




Learning


learning activities, time available to

dedicate to those activities, and what

it means to be a learner.

“The lessons are entertaining and fun, I

enjoyed learning about things we don't

usually learn in school.”

“I do not like extension activities in my

opinion because they take up too much

time and effort.”

“I didn't start my Target homework early

enough in the week to participate in the

extension lessons.”

“I love the part that you get to share cool

facts with your friends but sometimes I

don't have enough time.”


Appendix D

Student Interview - Question Set

Project: Online Extensions for Gifted Students

Time of Interview: 11:30 a.m.

Date: Friday, November 13, 2015

Location: Target classroom

Interviewer: Julia Varnedoe

Interviewee: Colin (alias), a 4th grade Target student

I am conducting research to determine the effects of online extension lessons on our gifted

students. The purpose of this interview is to get some information about your current attitudes

about the extension lessons. I will also be asking a few questions about how you work with

technology in the Target classroom. Your answers will only be used for the purposes of the

study, and your name will not be attached to your responses. This interview will take

approximately 15 minutes, and I will be taking notes during the discussion.

Questions:

1. Hi, Colin. Is it okay if I ask you a few questions about our extension lessons and how you

feel about them?

2. What made you decide to participate in the first extension lesson?

3. Does using technology make you more or less motivated to complete extension

activities? Why?

4. After you completed the first extension, what factors influenced you to do more

extensions? What made it different than regular classwork or homework?

5. What factors would influence you in selecting extension lessons in the future? Do you

think you are more inclined to do extensions in your homeroom, in Target, or both?

6. Did you participate in the “Playground” discussion forum? Do they influence your

opinions on participating in extension activities? Did you earn any badges?

7. When are you most engaged in learning in your homeroom class? When you are most

engaged in learning in Target class?

8. How do you know when you are engaged in learning? Does using a device a help you

engage in learning more? How?


9. How does having the option of participating in extension activities make you feel about

yourself as a learner? Are these feelings positive or negative?

10. Is there a pay off or reward for doing the extension lessons?

Thank you for your participation in this interview. Your responses are confidential and will not

impact your grade in Target. Your honest responses are very helpful in my study of the effects

of extension lessons on gifted students.


Appendix E

Teacher Interview - Question Set

Project: Online Extensions for Gifted Students

Time of Interview: 2:30 a.m.

Date: Friday, November 13, 2015

Location: Target classroom

Interviewer: Julia Varnedoe

Interviewee: Mrs. Jones (alias), a 3rd, 4th, & 5th grade Target teacher

I am conducting research to determine the effects of online extension lessons on our gifted

students. The purpose of this interview is to get some information about your current attitudes

about the extension lessons. Your answers will only be used for the purposes of the study, and

your name will not be attached to your responses. This interview will take approximately 15

minutes, and I will be taking notes during the discussion.

Questions:

1. Do your students bring devices to your classroom? How often?

2. Does using technology help your students to be more or less motivated to complete

learning activities?

3. Do you feel that using devices helps students to engage in their learning beyond what

they would do without using devices? In what ways?

4. What was the initial reaction by the students when the extension lessons were first

introduced?

5. What did you observe as the lessons continued each week?

6. What does student engagement look like in your classroom?

7. Do you feel the extension lessons influenced student engagement in learning?

Thank you for your feedback and participation in this interview. Your responses are confidential

and will be very helpful in my study of the effects of extension lessons on gifted students.


Appendix F

Student Interview Codebook


Influence of Technology Student perceptions of the ways the

use of technology may influence their

behaviors or attitudes towards

learning.

“I like the fact that is was on technology

and not just on paper. If it was a

worksheet I would probably be less

motivated to look at it or want to read it.

Because it is on the computer it seems

like it is less like work.”

“It was cool because you could actually

watch videos, read about it and see the

different things. You could also look up

anything you want.”

“…it’s fun to talk to other people that

were out of your Target class…”

“It is easier to look up something in

technology than it is in books. It helps

keep me going so I don’t get

interruptions.”



“I’m not sure, probably the interesting

thing-ness about them [motivates me].”

“It is more interesting to me if it ties into

the learning and is something totally

fresh.”

“I liked the badges. If other people could

see your badges I would like them

better.”


Lessons



It sounded like fun to do something

different than Target homework. Like

Target with a little something else.

After I finished the first lesson, I thought

that I really wanted to do a lot more. I

thought it was really cool.

“I like to do the extension lessons so I can

know a little more about whatever is on

there.”



Engaged Behavior Student descriptions of how they feel

and act when they are or are not


“When I am reading I am really engaged.

It could be any book, and I usually like to

read on my own.”

“Usually I don’t really like math so when

a teacher says something about math I

start slouching and not pay attention and

not really want to do anything. I could

name that feeling frustration and just

saying I can’t do it and I don’t like it.”

“I am most engaged in Target. I really

like Inventure a lot, more than a lot of

things. It’s cool to get in your group and

try to figure out what to invent. It is a

challenge, and I like to solve the

problems.”

“I know I am engaged cuz anytime I start

it or the teacher is telling us about it I

really get excited cuz I really want do it. I

know I am engaged because I am thinking

more and focusing more…”

“When I participate in something I am

engaged in I feel kind of sad that we have

to leave, I want to do more and keep on

working.”


Learning


learning activities, the time needed to

complete those activities, and what it


“I’m probably more inclined to do them

[extension lessons] in Target. Sometimes

in homeroom some things can be a little,

uh, like not as fun as it is in Target.”

“I signed up for the Playground. I thought

it was fun to not really just have to talk

about Target or school, but a little of

other things too.”

“As a learner it makes me feel a little

smarter to know different things.”


Appendix G

Teacher Interview Codebook


Influence of Technology Teacher perceptions of the ways the

use of technology may influence

student behaviors or attitudes towards

learning.

“Students are very much more motivated

when using technology. They are excited

to get started on assignments, and are

more likely to complete those

assignments. They just all around enjoy

them. They smile and they are excited.

You don’t hear so many complaints, “Oh,

I have to this.”

“They are more willing to elaborate and

put more thought into responses when

they know their work is published and

everyone else is seeing what they write. “

“I think it makes a difference because

they equate it to playing games – less

learning and more enjoyment. It is a

whole mindset.”



“They were very excited about getting on

the playground, and it was a huge initial

motivating factor.”

“It was motivating because they were

exposed to things they normally do not

study in school.”

Perceptions of Extension

Lessons



“I think they enjoyed the first one, and

many commented on how much fun it

was to complete.”

“They seemed relieved that it wasn’t

more “work” and were genuinely

surprised at how much they liked it.”

As they did more (lessons) they seemed

to enjoy it for the sake of learning versus

the extrinsic motivation of the

playground. Once they were pulled in

they really enjoyed doing it.

“I was surprised at how much the students

liked them.”



Engaged Behavior Teacher descriptions of how students

behave when they are or are not


“As soon as they are logged in, they start

right away. They communicate with each

other, and seem to work better together

when they are actively engaged. They are

usually smiling. They are excited.”

“They are sad when we call for them to

pack up, and tell me they wish they had

more time. They don’t want to leave

class.”


Learning


learning activities, the time needed to

complete those activities, and what it


“Their initial impression was that is

wasn’t really an “option.” They were

thinking, “great, once my mom sees it

posted she is going to make me do this.”

I think most of them looked at it like it

was just one more thing for them to do.”


Appendix H

Informed Consent Form

Information and Purpose: The interview that you are being asked to participate in, is a part of a

research study that is focused on examining the online extension lessons for gifted students. The

researcher is also interested in the factors that motivate students to participate and how

participation influences student engagement in learning. The purpose of this study is to

determine if online extension lessons are an effective way for gifted students to continue learning

beyond their resource service model in the elementary school setting.

Your Participation: Your participation in this study will consist of an interview lasting

approximately 30 minutes. You will be asked a series of questions about your experiences with

the use technology in your classroom and the extension lessons. You are not required to answer

the questions. You may pass on any question that makes you feel uncomfortable. At any time

you may notify the researcher that you would like to stop the interview and your participation in

the study. There is no penalty for discontinuing participation.

Benefits and Risks: The benefit of your participation is to contribute information regarding your

experience with and observations of student interaction with the extension lessons. This may

assist in the development of future lessons, which will allow gifted students to continue learning

beyond the school day. There are no risks associated with participating in the study.

Confidentiality: The interview will be tape-recorded; however, your name will not be recorded

on the tape. Your name and identifying information will not be associated with any part of the

written report of the research. All of your information and interview responses will be kept

confidential. Though direct quotes from you may be used in the paper, your name and other

identifying information will be kept anonymous.

By signing below I acknowledge that I have read and understand the above information. I am

aware that I can discontinue my participation in the study at any time.

Signature____________________________________________ Date_______________

capstone research project online extensions edrs 8900 varnedoe

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