Promoting inquiry in the gifted classroom through.

Geography is rapidly becoming more interactive, especially with the advent of the Global Positioning System (GPS) and Geographic Information Systems (GIS) and their adoption in the public and private sectors. The days of two-dimensional maps are quickly being replaced by geographic images that are stored electronically in computers and handheld devices, which also house layers of information that are available with the click of a button. This change in the way information is stored, retrieved, and used is transforming business, industry, and government, allowing for a more efficient use of time and money, and in some cases, saving lives. In order to prepare gifted learners to lead in the future, which will likely require competence in technological skills, social studies educators and teachers of the gifted should utilize GPS and GIS in their teaching, allowing students to use real-world information to address authentic problems.

Connecting GIS, GPS, Social Studies, and Gifted Education

Social studies and geography classrooms are appropriate venues for gifted and talented students to apply their critical thinking abilities. The study of geography should not be about memorizing facts, but rather about asking questions and solving problems. It is an integrative field that connects relationships between people and environments. An informed perspective of geography is central to the development of global citizens who recognize multiple perspectives in a variety of domains. Thus, students should develop proficiency in "geographic skills, such as locating places and understanding the context of current events, in addition to developing a spatial perspective and learning to use geographic tools, such as maps and computerized geographic information systems" (RoperASW, 2002, p. 1), in order to be competent, informed consumers and decision makers in the global, information-rich society of today and the future. The interdisciplinary nature of social studies is reflected in several national standards (i.e., geography, science, technology, and gifted education), each of which has addressed ways in which K- 12 students should be prepared in order to become proficient in addressing social issues as skilled information users, problem solvers, communicators, and leaders (see Table 1). GPS and GIS technologies offer teachers the opportunity to incorporate technological applications aligned with the national standards developed by National Council for Social Studies (1994), as well as the National Science Education Standards (National Research Council, 1997), the National Education Technology Standards for Students (ISTE, 2000), and the Gifted Program Standards (Landrum, Callahan, & Shaklee, 2001). Positive outcomes for students have been found through the use of GIS technologies, including increased engagement with subject-area content (Tinker, 1992), as well as increased opportunity for the development of problem-solving skills (Audet & Abegg, 1996).

In an effort to address the challenges of using technology and preparing competent geography students, educators are encouraged to educate themselves about how technology can be used to foster advanced understanding of geography and technology. The merits of using technology in teaching the gifted, an overview of both GPS and GIS technology, and an example of how one educator uses GPS and GIS is provided below.

Technology and the Gifted

The use of information technology as a tool in the gifted classroom has been advocated as a vehicle for the development of skills recognized as those most critical for gifted learners (Lee, 2001; Siegle, 2005): abstract thinking, creativity, and critical thinking (Hunt & Seney, 2001; Maker & Nielson, 1996; Sternberg, 2000). Teachers of the gifted are encouraged to use "a project/performance-based approach where technology is integrated into every area of a thematic study, and in which learning is serious, engaging, authentic, and connected to real life" (Poftak, 1998, p. 14). Furthermore, technology for gifted learners should enhance the curricula beyond what is provided for learners in general education and should be appropriately challenging to address the advanced cognitive needs of gifted learners (VanTassel-Baska, 2003).

To date, no research has been published regarding the use of GPS with the gifted. However, Baker (2001) advocates for the use of GPS technologies to "promote scientific inquiry and student-driven research" (p. 41), both of which are essential components in programs for gifted learners (Betts, 1985; Feldhusen & Kolloff, 1986; Renzulli & Reis, 1985). The emergence of GPS in the educational arena has introduced a new dimension to learning about science, social studies, mathematics, and technology. Students may undertake a multitude of geographical exercises that challenge them to "formulate spatial relationships derived from their data collection, plotting, and manipulation" (Lucking & Christmann, 2002, p. 56).