Looking Ahead: Gifted Education 2030

What have we learned in the past year which can inform the decade ahead? The year 2020 accelerated the use of #edtech and demonstrated that schools can adapt to new technology when necessary. Many GT students reported a preference for remote learning which allowed them to accelerate their learning, avoid downtime ‘in the back of the room’, and not be subjected to bullying. The future of education will be informed by how much we learned as a society regarding social justice, inequitable school funding, reliable and available access to the Internet, and  critical evaluation of truth.

How will students be identified for gifted services in 2030? Multiple paths for identification of GT students will be followed without bias for race, gender, or socio-economic levels. A wider net will be cast when services do not depend on unequal funding sources. Technology will fast-track available services and reduce the importance of geographic boundaries. New identification tools under development will do a better job of identifying more in our #2E community.

We have to question whether traditional GT options can realistically meet all the needs of GT students in the future. Traditional GT options are not meeting all of the needs of students today. Many options are pure fantasy and this realization will push for the creation of new and better options by 2030. Blended learning, flipped learning, remote learning will evolve and improve to the benefit of all students as well as GT students. Some current GT offerings will be seen as a basis for gifted education and the improvement of society such as mentoring, paid internships for students as early as high school, AI tutoring, and fostering global peer relationships.

A long term area of contention, should gifted education be separate from talent development in the future? The schism between what constitutes gifted education and what is talent development has widen in the past decade and will only accelerate in the decade to come. Gifted education and talent development require different approaches and seek divergent goals. Gifted organizations will continue advocate for both, but in increasingly different ways. A4 Societal views along with parental and student advocacy will shape how education responds to both gifted education and talent development.

New technologies will influence how we deliver gifted education. The role of AI has yet to be determined, but it will definitely take center stage in the coming decade. It will alleviate economic disparities as it becomes more prolific in schools around the globe. Access to professionals in any given field, to research, and to intellectual peers will profoundly change how gifted education services are delivered. Evolving technology will continue to improve the quality of educational opportunities. Education can move beyond the 8 to 4 school day. Students will have access to master teachers in their areas of passion.

Gifted education in 2030 will take advantage of lessons learned during the pandemic such as available remote learning on-demand; access to global resources; and realization of the importance of SEL learning for GT students. GT students themselves will play a larger role in their own education by advocating for greater choices in how and when they learn and what constitutes learning.

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/Midnight UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com


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Pointillism in 1st Grade? Teachers Use Unfamiliar Lessons to Mine for Giftedness | EdWeek

12 Basic Principles of Gifted Programs

Leading the Way toward the Future: An Interview with Marcia Gentry | Roeper Review

Education Leaders Hope to Pursue Funding for Gifted Students

Identifying and Serving Students Who are Gifted in K-12

Why Are NYC Parents So Upset At The Idea Of Scrapping ‘Gifted And Talented’ Programs?

Virtual Instruction for Gifted Students | UCONN Neag School of Education

COVID-19 FAQ: Gifted/Talented Education Guidance (pdf) | TEA

5 Books Every Educator Should Read Concerning Gifted

Keep Engaging and Challenging Advanced Learners | NAGC

What the Future of Education Looks Like from Here | Harvard Graduate School of Education

Rethinking Education for a Post-Pandemic Future

Access, Equity, and The Future of Education (YouTube 1:54)

How Deeply will Digital Learning Transform K-12 Long Term?

5 Educators Share their Vision for Building a Better World | TEDEd

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Reimagining the Gifted and Talented Placement Process | New Jersey School Boards Association

4 Ways COVID-19 Could Alter Long-Term Curricular Approaches

Graphic courtesy of Lisa Conrad

Posted on January 12, 2021, in Advocacy, Education, gifted and talented, gifted education, Gifted Organizations, Teaching and tagged , , , , , . Bookmark the permalink. Leave a comment.

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