High Abilities and Information Technologies: The Talento Metrópole Brazilian Program
Author(s)
Izabel Hazin1,
Jorge Falcão1,
Ivonildo do Rêgo2,
Apuena Gomes2,
Priscila Andrade1,
Laura Aragão1,
Ana Carolina Sales2,
Juliana Reis2,
Mayara Wenice2
Affiliation(s)
1 Psychology Department, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil. 2 Digital Metrópole Institute, Federal University of Rio Grande do Norte, Natal, Brazil.
1 Psychology Department, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil. 2 Digital Metrópole Institute, Federal University of Rio Grande do Norte, Natal, Brazil.
ABSTRACT
The study presents the Brazilian experience of the Talento Metrópole program, linked to the Digital Metropolis Institute of the Federal University of Rio Grande do Norte, located in Brazil’s Northeast. The Talento Metrópole program aims to develop the interest of young people with high abilities/intellectual giftedness in scientific research, expand skills and abilities, and get creative in the fields of information technology and its interfaces, always seeking innovation and entrepreneurship. It also aims to create opportunities for the dissemination of new knowledge and to explore career opportunities related to this area, with the purpose of creatively inserting young people into the labor market and into solidary social participation. The participants are students from public and private schools, colleges and universities, aged between 13 and 21 years. The steps that comprise the structure of the program are described and characterized. In addition, the selection process for admission to the program is described, with emphasis on the stage which illustrates the development and characterization of the instrument which investigate the sources of skills and expertise subjacent to the field of information technology.
The study presents the Brazilian experience of the Talento Metrópole program, linked to the Digital Metropolis Institute of the Federal University of Rio Grande do Norte, located in Brazil’s Northeast. The Talento Metrópole program aims to develop the interest of young people with high abilities/intellectual giftedness in scientific research, expand skills and abilities, and get creative in the fields of information technology and its interfaces, always seeking innovation and entrepreneurship. It also aims to create opportunities for the dissemination of new knowledge and to explore career opportunities related to this area, with the purpose of creatively inserting young people into the labor market and into solidary social participation. The participants are students from public and private schools, colleges and universities, aged between 13 and 21 years. The steps that comprise the structure of the program are described and characterized. In addition, the selection process for admission to the program is described, with emphasis on the stage which illustrates the development and characterization of the instrument which investigate the sources of skills and expertise subjacent to the field of information technology.
Cite this paper
Hazin, I. , Falcão, J. , Rêgo, I. , Gomes, A. , Andrade, P. , Aragão, L. , Sales, A. , Reis, J. and Wenice, M. (2015) High Abilities and Information Technologies: The Talento Metrópole Brazilian Program. Creative Education, 6, 647-653. doi: 10.4236/ce.2015.67064.
Hazin, I. , Falcão, J. , Rêgo, I. , Gomes, A. , Andrade, P. , Aragão, L. , Sales, A. , Reis, J. and Wenice, M. (2015) High Abilities and Information Technologies: The Talento Metrópole Brazilian Program. Creative Education, 6, 647-653. doi: 10.4236/ce.2015.67064.
References
[1] Bergin, S., Reilly, R. (2005). Programming Factors That Influence Success. In Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, SIGCSE’05 (pp. 411-415). New York: ACM Press. [2] Borba, M. C., & Villarreal, M. (2005). Humans-with-Media and Reorganization of Mathematical Thinking: Information and Communication Technologies, Modeling, Experimentation and Visualization. New York: Springer. [3] Byrne, P., & Lyons, G. (2001). The Effect of Student Attributes on Success. Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education, New York, 25-27 June 2001, 49-52. [4] Florian, L. (2004). Uses of Technology That Supports Pupils with Special Educational Needs. In L. Florian, & J. Hegarty (Eds), ICT and Special Educational Needs: A Tool for Inclusion. Buckingham: Open University Press. [5] Gomes, A., & Mendes, A. J. (2007). Learning to Program—Difficulties and Solutions. International Conference on Engi- neering Education, Coimbra, September 2007, 3-7.
http://tinyurl.com/oh8334j [6] Kaptelinin, V., & Nardi, B. (2012). Affordances in HCI: Toward a Mediated Action Perspective. CHI’12 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, New York, 5-10 May 2012, 967-976. [7] Keay-Bright, W. (2008). Tangible Technologies as Interactive Play Spaces for Children with Learning Difficulties: The Reactive Colours Project. The International Journal of Technology, Knowledge and Society, 4, 111-120. [8] Lézak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press. [9] Noss, R. and Hoyles, C. (1996). Windows on Mathematical Meanings: Learning Cultures and Computers. Dordrecht: Kluwer.
http://dx.doi.org/10.1007/978-94-009-1696-8 [10] Nugeni, S. A. (2004). Technology & the Gifted: Focus, Facets and the Future. Gifted Child Today, 24, 40-45. [11] Papert, S. (1980). Mindstorms—Children, Computers and Powerful Ideas. New York: Basic Books, Inc. [12] Passey, D., Rogers, C., Machell, J., & McHugh, G. (2004). The Motivational Effect of ICT on Pupil. Lancaster: University of Lancaster.
http://tinyurl.com/m7kcocd [13] Renzulli, J. S., & Reis, S. M. (1997). The Enrichment Triad/Revolving Door Model: A Schoolwide Plan for the Development of Creative Productivity. In E. J. S. Renzulli (Org.), Systems and Models for Developing Programs for the Gifted and Talented (pp. 184-203). Mansfield Center, CT: Creative Learning Press. [14] Renzulli, J. S., & Reis, S. M. (1997). The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence. Mansfield Center, CT: Creative Learning Press. [15] Renzulli, J., Smith, L., White, A., Callahan, C., Hartman, R., & Westberg, K. (2002). Scales for Rating the Behavioral Characteristics of Superior Students (Revised ed.). Mansfield Center, CT: Creative Learning Press. [16] Renzulli, S. (2004). O Que é Esta Coisa Chamada Superdotação, e Como a Desenvolvemos? Uma retrospectiva de vinte e cinco anos. Educação, 1, 75-131. [17] Winograd, T., & Flores, F. (1986). Understanding Computers and Cognition: A New Foundation for Design. Norwood: Ablex.
[1] Bergin, S., Reilly, R. (2005). Programming Factors That Influence Success. In Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, SIGCSE’05 (pp. 411-415). New York: ACM Press. [2] Borba, M. C., & Villarreal, M. (2005). Humans-with-Media and Reorganization of Mathematical Thinking: Information and Communication Technologies, Modeling, Experimentation and Visualization. New York: Springer. [3] Byrne, P., & Lyons, G. (2001). The Effect of Student Attributes on Success. Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education, New York, 25-27 June 2001, 49-52. [4] Florian, L. (2004). Uses of Technology That Supports Pupils with Special Educational Needs. In L. Florian, & J. Hegarty (Eds), ICT and Special Educational Needs: A Tool for Inclusion. Buckingham: Open University Press. [5] Gomes, A., & Mendes, A. J. (2007). Learning to Program—Difficulties and Solutions. International Conference on Engi- neering Education, Coimbra, September 2007, 3-7.
http://tinyurl.com/oh8334j [6] Kaptelinin, V., & Nardi, B. (2012). Affordances in HCI: Toward a Mediated Action Perspective. CHI’12 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, New York, 5-10 May 2012, 967-976. [7] Keay-Bright, W. (2008). Tangible Technologies as Interactive Play Spaces for Children with Learning Difficulties: The Reactive Colours Project. The International Journal of Technology, Knowledge and Society, 4, 111-120. [8] Lézak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press. [9] Noss, R. and Hoyles, C. (1996). Windows on Mathematical Meanings: Learning Cultures and Computers. Dordrecht: Kluwer.
http://dx.doi.org/10.1007/978-94-009-1696-8 [10] Nugeni, S. A. (2004). Technology & the Gifted: Focus, Facets and the Future. Gifted Child Today, 24, 40-45. [11] Papert, S. (1980). Mindstorms—Children, Computers and Powerful Ideas. New York: Basic Books, Inc. [12] Passey, D., Rogers, C., Machell, J., & McHugh, G. (2004). The Motivational Effect of ICT on Pupil. Lancaster: University of Lancaster.
http://tinyurl.com/m7kcocd [13] Renzulli, J. S., & Reis, S. M. (1997). The Enrichment Triad/Revolving Door Model: A Schoolwide Plan for the Development of Creative Productivity. In E. J. S. Renzulli (Org.), Systems and Models for Developing Programs for the Gifted and Talented (pp. 184-203). Mansfield Center, CT: Creative Learning Press. [14] Renzulli, J. S., & Reis, S. M. (1997). The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence. Mansfield Center, CT: Creative Learning Press. [15] Renzulli, J., Smith, L., White, A., Callahan, C., Hartman, R., & Westberg, K. (2002). Scales for Rating the Behavioral Characteristics of Superior Students (Revised ed.). Mansfield Center, CT: Creative Learning Press. [16] Renzulli, S. (2004). O Que é Esta Coisa Chamada Superdotação, e Como a Desenvolvemos? Uma retrospectiva de vinte e cinco anos. Educação, 1, 75-131. [17] Winograd, T., & Flores, F. (1986). Understanding Computers and Cognition: A New Foundation for Design. Norwood: Ablex.