Abstract
This chapter presents high intellectual and creative educational multimedia technologies (HICEMTs) as one of the possible methods for gifted education in the near future. HICEMTs will constitute one of the innovative breakthroughs in science and technology of the 21st century and will lead to a new wave of innovations in psychology and education in general and gifted education in particular. HICEMTs appear at the intersection of many subdisciplines of psychology (including general, cognitive, developmental, educational, personality, media, cyber, and applied psychology), education, and multimedia. The general and specific nature of HICEMTs is described in this chapter. The importance of HICEMTs is discussed from an educational, psychological, societal, economic, and technological perspectives.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ainsworth, S. E., Bibby, P. A., & Wood, D. J. (1997). Information technology and multiple representations. Journal of Information Technology for Teacher Education, 6, 93–104.
Allen, B. S., & Otto, R. G. (1996). Media as lived environments. In D. H. Jonassen (Ed.), Handbook of research for educational communica0tions and technology (pp. 199–225). New York: Macmillan.
Amabile, T. M. (1988). A model of creativity and innovation in organizations. Research in Organizational Behavior, 10, 123–167.
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.
Anderson, J. R., Boyle, C., & Reiser, B. (1985). Intelligent tutoring systems. Science, 228, 456–462.
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4, 167–207.
Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29, 3–12.
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves. Chicago: Open Court.
Bjorklund, D. F., & Schneider, W. (1996). The interaction of knowledge, aptitude, and strategies in children’s memory development. In H. W. Reese (Ed.), Advances in child development and behavior (pp. 59–89). San Diego, CA: Academic Press.
Blease, D. (1988). Evaluating educational software. London: Croom Helm.
Bliss, J., & Ogborn, J. (1989). Tools for exploratory learning. Journal of Computer Assisted Learning, 5, 37–50.
Borkowski, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25, 253–257.
Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 182–200). Cambridge, England: Cambridge University Press.
Bowen, S., Shore, B. M., & Cartwright, G. F. (1993). Do gifted children use computers differently? Gifted Education International, 8, 151–154.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77–165). Hillsdale, NJ: Erlbaum.
Brown, A. L. (1984). Metacognition, executive control, self-regulation, and other even more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and learning (pp. 60–108). Stuttgart, West Germany: Kuhlhammer.
Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23, 4–12.
Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 76–108). Hillsdale, NJ: Erlbaum.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–41.
Callear, D. (1999, September–October). Intelligent tutoring environments as teacher substitutes: Use and feasibility. Educational Technology, 6–11.
Campione, J. C., & Brown, A. L. (1978). Toward a theory of intelligence: Contributions from research with retarded children. Intelligence, 2, 279–304.
Carlson, S., & Firpo, J. (2001). Integrating computers into teaching: findings from a 3-year program in 20 developing countries. In L. R. Vandervert, L. V. Shavinina, & R. Cornell, (Eds.), Cyber education: The future of long distance learning (pp. 85–114). New York: Liebert Publishers.
Case, R. (1995). The development of conceptual structures. In W. Damon, D. Kuhn, & R. Siegler (Eds.), Handbook of child psychology (pp. 745–800). New York: Wiley.
Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. In J. A. Sechzer & S. M. Pfafflin (Eds.), Psychology and educational policy (pp. 39–57). New York: New York Academy of Sciences.
Chi, M. T. H., & Koeske, R. D. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29–39.
Clapham, M. M. (2003). The development of innovative ideas through creativity training. In L. V. Shavinina (Ed.), The International handbook on innovation (pp. 366–376). Oxford, UK: Elsevier Science.
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2–10.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 154–185). Hillsdale, NJ: Erlbaum.
Costa, E. (Ed.). (1992). New directions for intelligent tutoring systems. Heidelberg, Germany: Springer-Verlag.
Detterman, D. K. (Ed.). (1994). Current topics in human intelligence: Vol. 4. Theories of intelligence. Norwood, NJ: Ablex.
Editorial introduction to the special issue on Silicon Valley. (1998, November 7). New Scientist, 168, 30.
Education in the information society (an initiative of the European Commission). (1996). Bruxelles, Belgium: Office for Official Publications of the European Community.
Educational multimedia in Europe (a resolution on educational multimedia prepared by the Counsel of the Ministers of Education of the European countries). (1996). Bruxelles, Belgium: Office for Official Publications of the European Community.
Engestrom, Y. (1996). Interobjectivity, ideality, and dialectics. Mind, Culture, and Activity, 3, 259–265.
Einstein, A. (1949). Autobiographical notes. In P. A. Schlipp (Ed.), Albert Einstein: Philosopher and scientist (pp. 3–49). New York: The Library of Living Philosophers.
Ferrari, M., Taylor, R., & VanLehn, K. (1999). Adapting work simulations for school: Preparing students for tomorrow’s workplace. Journal of Educational Computing Research, 21, 25–53.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillside, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 34, 906–911.
Frasson, C., & Gauthier, C. (Eds.). (1990). Intelligent tutoring systems. Norwood, NJ: Ablex.
Gates, W. H. (1999, March 22). Bill Gates’ new rules. Time, 153, 30–35.
Goforth, D. (1994). Learner control = decision making + information: A model and meta-analysis. Journal of Educational Computing Research, 11, 1–26.
Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning. Association for Learning Technology Journal, 2, 5–34.
Gredler, M. E. (1990). Analyzing deep structure in games and simulations. Simulations/Games for Learning, 20, 329–334.
Gredler, M. E. (1992). Designing and evaluating games and simulations: A process approach. London: Kogan Page.
Gredler, M. E. (1996). Educational games and simulations: A technology in search of a (research) paradigm. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 521–540). New York: Macmillan.
Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student centres learning environments. Instructional Science, 25, 167–202.
Harper, B., Squires, D., & McDougall, A. (2000). Constructivist simulations: A new design paradigm. Journal of Educational Multimedia and Hypermedia, 9, 115–130.
Heinonen, D. P. (1996, June 21). Citoyens de l’Europe. [European Citizens]. Le Monde, p. 3
Hiltz, S. R. (1986). The “virtual classroom”: Using computer-mediated communication for university teaching. Journal of Communication, 36, 95–104.
Hiltz, S. R. (1990). Evaluating the virtual classroom. In L. M. Harasim (Ed.), Online education: Perspectives on a new environment (pp. 133–183). New York: Praeger.
Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of authentic learning environments. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 87–108). Berlin: Springer-Verlag.
Honour, L., & Evans, B. (1997). Shifting the culture towards electronic learning media: Learning as an interactive experience. In Open classroom II conference: Papers and presentations (pp. 285–294). Athens: Kastaniotis.
Javid, M. A. (2001). Edmonds and Kamiak cyberschools: Two innovative emerging models for cybereducation. In L. R. Vandervert, L. V. Shavinina, & R. Cornell (Eds.), CyberEducation: The future of long distance learning (pp. 185–218). Larchmont, NY: Liebert Publishers.
Jonassen, D. H. (1993). A manifesto to a constructivist approach to the use of technology in higher education. In T. M. Duffy (Ed.), Designing environments for constructive learning (pp. 231–247). New York: Springer-Verlag.
Jonassen, D. H. (Ed.) (1996). Handbook of research for educational communications and technology. New York: Macmillan.
Jones, A. E. (1997). Reflection-impulsivity and wholist-analytic: Two fledglings? … or is R-I a cuckoo? Educational Psychology, 17, 65–77.
Kholodnaya, M. A. (1983). The integrated structures of conceptual thinking. Tomsk, Russia: Tomsk University Press.
Kholodnaya, M. A. (1997). The psychology of intelligence. Moscow: APN Press.
Koschmann, T. (Ed.) (1996a). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Erlbaum.
Koschmann, T. (1996b). Paradigm shifts and instructional technology. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1–23). Mahwah, NJ: Erlbaum.
Lan, J., & Gemmill, J. (2000). The networking revolution for the new millennium: Internet 2 and its educational implications. International Journal of Educational Telecommunications, 6, 179–198.
Lave, J., & Wenger, E. (1991). Situated learning. New York: Cambridge University Press.
Lefebvre, M. (1997). For better or for worse: The multimedia reign. Focus, 3, 20–22.
Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk, NY: M. E. Sharpe.
Martinsen, O. (1997). The construct of cognitive style and its implications for creativity. High Ability Studies, 8, 135–158.
McAteer, E., Tolmie, A., Duffy, C., & Corbett, J. (1997). Computer-mediated communication as a learning resource. Journal of Computer Assisted Learning, 13, 219–227.
McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill.
Merrill, D. C., Reiser, B. J., Ranney, M., & Trafton, J. G. (1992). Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. Journal of the Learning Sciences, 2, 277–306.
Miller, A. (1996). Insights of genius: Visual imagery and creativity in science and art. New York: Springer-Verlag.
Mumford, M. (2008). Cognitive approaches to creativity. In M. A. Runco (Ed.), Handbook of creativity (Vol. 2). Norwood, NJ: Ablex.
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.
Olson, D. R. (1986). Intelligence and literacy: The relationships between intelligence and the technologies of representation and communication. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence (pp. 338–360). Cambridge, England: Cambridge University Press.
Oren, A., Nachmias, R., Mioduser, D., & Lahav, O. (2000). Learnet–A model for virtual learning communities in the World Wide Web. International Journal of Educational Telecommunications, 6, 141–157.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.
Park, O. (1996). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 634–664). New York: Macmillan.
Park, O., Perez, R. S., & Seidel, R. J. (1987). Intelligent CAI: Old wine in new bottles or a new vintage? In G. Kearsley (Ed.), Artificial intelligence and instruction: Applications and methods (pp. 11–45). Reading, MA: Addison–Wesley.
Park, O., & Seidel, R. J. (1989). A multidisciplinary model for development of intelligent computer-assisted instruction. Educational Technology Research and Development, 37, 78–80.
Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In R. Vasta (Ed.), Annals of child development (Vol. 4, pp. 89–129). Greenwich, CT: JAI Press.
Psotka, J., Massey, L. D., & Mutter, S. A. (Eds.). (1988). Intelligent tutoring systems: Lessons learned. Hillsdale, NJ: Erlbaum.
Rabinowitz, M., & Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 75–97). Washington, DC: American Psychological Association.
Rapaport, M. (1991). Computer-mediated communications. New York: Wiley.
Reis, S. M., & Renzulli, J. S. (2003). Developing high potentials for innovation in young people through the schoolwide enrichment model. In L. V. Shavinina (Ed.), The international handbook on innovation (pp. 333–346). Oxford, UK: Elsevier Science.
Riding, R. (1997). On the nature of cognitive style. Educational Psychology, 17, 29–49.
Rieber, L. P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40, 93–106.
Roberts, J. M. (1996). The story of distance education: A practitioner’s perspective. Journal of the American Society for Information Science, 47, 811–816.
Romiszowski, A. J. (1992). Computer-mediated communications. Englewood Cliffs, NJ: Educational Technology.
Romiszowski, A. J., & Mason, R. (1996). Computer-mediated communication. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 438–456). New York: Macmillan.
Root-Bernstein, R., & Root-Bernstein, M. (2003). Intuitive tools for innovative thinking. In L. V. Shavinina (Ed.), The International Handbook on Innovation (pp. 377–387). Oxford, UK: Elsevier Science.
Runco, M. A. (Ed.) (2008). Handbook of creativity (Vols. 1 and 2). Norwood, NJ: Ablex.
Runco, M. A., & Albert, R. S. (Eds.) (1990). Theories of creativity. Newbury Park, CA: Sage.
Salomon, G., Perkins, D., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2–9.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31–38.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3, 265–283.
Scardamalia, M., & Bereiter, C. (1996). Engaging students in a knowledge society. Educational Leadership, 11, 6–10.
Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research, 5, 51–68.
Schneider, W. (1993). Domain-specific knowledge and memory performance in children. Educational Psychology Review, 5, 257–273.
Schofield, J. W., & Evans-Rhodes, D. (1989). Artificial intelligence in the classroom. In D. Bierman, J. Greuker, & J. Sandberg (Eds.), Artificial intelligence and education (pp. 238–243). Springfield, VA: IOS.
Schuler, J. (1996). Cyberspace as dream world. (Retrieved January 18, 1998, from the World Wide Web: http://www.rider.edu/~suler/psycyber/cybdream.htm)
Seidel, R. J., & Park, O. (1994). An historical perspective and a model for evaluation of ITS. Journal of Educational Computing Research, 10, 103–128.
Seidel, R. J., Park, O., & Perez, R. S. (1988). Expertise of ICAI: Development requirements. Computers in Human Behavior, 1, 235–256.
Shavinina, L. V. (1996a). The objectivization of cognition and intellectual giftedness. High Ability Studies, 7, 91–98.
Shavinina, L. V. (1996b). Specific intellectual intentions and creative giftedness. In A. J. Cropley & D. Dehn (Eds.), Fostering the growth of high ability: European perspectives (pp. 373–381). Norwood, NJ: Ablex.
Shavinina, L. V. (1997a, July). Educational multimedia of “tomorrow”: High intellectual and creative psychoeducational technologies. (Paper presented at the European Congress of Psychology, Dublin, Ireland)
Shavinina, L. V. (1997b, September). High intellectual and creative technologies as an educational multimedia of the 21st century. (Paper presented at the European Open Classroom II Conference: School Education in the Information Society, Sisi, Crete, Greece)
Shavinina, L. (1998a). Interdisciplinary innovation: Psychoeducational multimedia technologies. New Ideas in Psychology, 16, 189–204.
Shavinina, L. V. (1998b). On Miller’s insights of genius: What do we know about it? Creativity Research Journal, 12, 183–185.
Shavinina, L. V. (2000). High intellectual and creative educational multimedia technologies. CyberPsychology & Behaviour, 3, 1–8.
Shavinina, L. V. (2003). Understanding scientific innovation: The case of Nobel Laureates. In L. V. Shavinina (Ed.), The international handbook on innovation (pp. 445–457). Oxford, UK: Elsevier Science.
Shavinina, L. V., & Ferrari, M. (Eds.) (2004). Beyond Knowledge. Mahwah, NJ: Erlbaum Publishers.
Shavinina, L. V., & Kholodnaya, M. A. (1996). The cognitive experience as a psychological basis of intellectual giftedness. Journal for the Education of the Gifted, 20, 3–35.
Shavinina, L. V., & Loarer, E. (1999). Psychological evaluation of educational multimedia. European Psychologist, 4, 33–44.
Shavinina, L. V., & Ponomarev, E. A. (2003). Developing innovative ideas through high intellectual and creative educational multimedia technologies. In L. V. Shavinina (Ed.), The international handbook on innovation (pp. 401–418). Oxford, UK: Elsevier Science.
Sherry, L. (2000). The nature and purpose of online discourse. International Journal of Educational Telecommunications, 6, 19–51.
Shore, B. M., & Dover, A. C. (1987). Metacognition, intelligence and giftedness. Gifted Child Quarterly, 31, 37–39.
Shore, B. M., & Kanevsky, L. S. (1993). Thinking processes: Being and becoming gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 133–147). Oxford, England: Pergamon Press.
Shute, V. J. (1991). Who is likely to acquire programming skills? Journal of Educational Computing Research, 7, 1–24.
Shute, V. J., & Glaser, R. (1990). A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, 51–76.
Shute, V. J., & Psotka, J. (1996). Intelligent tutoring systems: Past, present, and future. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 514–563). New York: Macmillan.
Simonton, D. K. (1988). Scientific genius: A psychology of science. (New York: Cambridge University Press)
Squires, D. (1996). Can multimedia support constructivist learning? Teaching Review, 4, 10–17.
Sternberg, R. J. (Ed.) (1982). Handbook of intelligence. New York: Cambridge University Press.
Sternberg, R. J. (Ed.) (1984). Mechanisms of cognitive development. New York: Freeman.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
Sternberg, R. J. (1986). Intelligence applied. San Antonio, TX: Harcourt Brace.
Sternberg, R. J. (1987). Intelligence and cognitive style. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Vol. 3. Conative and affective analyses (pp. 77–97). Hillsdale, NJ: Erlbaum.
Sternberg, R. J. (Ed.) (1988a). The Nature of Creativity. (New York: Cambridge University Press)
Sternberg, R. J. (1988b). A three-facet model of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 125–147). New York: Cambridge University Press.
Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
Sternberg, R. J., & Lubart, T. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
Suchman, L. (1987). Plans and situated actions: The problem of human/machine communication. New York: Cambridge University Press.
Teaching and learning–Towards cognitive society (a white paper of the European Commission). (1995). Bruxelles, Belgium: Office for Official Publications of the European Community.
Tikhomirov, O. K. (1981). The psychological consequences of computerization. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 256–278). Armonk, NY: M. E. Sharpe.
Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching. Computers & Education, 34, 119–140.
Vandervert, L. R. (1999). Maximizing consciousness across the disciplines: Mechanisms of information growth in general education. In J. S. Jordan (Ed.), Modeling consciousness across the disciplines (pp. 3–25). New York: University Press of America.
Vandervert, L. R. (2001). A provocative view of how algorithms of the human brain will embed in cybereducation. In L. R. Vandervert, L. V. Shavinina, & R. Cornell (Eds.), CyberEducation: The future of long distance learning (pp. 41–62). Larchmont, NY: Liebert Publishers.
Vandervert, L. R., Shavinina, L. V., & Cornell, R. (Eds.). (2001). CyberEducation: The future of long distance learning. Larchmont, NY: Liebert Publishers.
VanLehn, K. (1999). Intelligent tutoring systems. (Retrieved September 12, 2000, from the World Wide Web: http://www.pitt.edu/~vanlehn/ITSseminar9)
Verona, M. E. (2001). WebSims–Creating an online science lab. In L. R. Vandervert, L. V. Shavinina, & R. Cornell (Eds.), CyberEducation: The future of long distance learning (pp. 237–256). Larchmont, NY: Liebert Publishers.
Wellington, J. J. (1985). Children, computers and the curriculum. New York: Harper & Row.
Westera, W., & Sloep, P. (2001). The future of competence learning in cyberreality: The virtual learning company and beyond. In L. R. Vandervert, L. V. Shavinina, & R. Cornell (Eds.), CyberEducation: The future of long distance learning (pp. 115–136). Larchmont, NY: Liebert Publishers.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Shavinina, L.V. (2009). High Intellectual and Creative Educational Multimedia Technologies for the Gifted. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_61
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6162-2_61
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-6161-5
Online ISBN: 978-1-4020-6162-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)