ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part addresses the fundamental importance of support structures that must accompany the use of the Integrated Curriculum Model (ICM) or any other curriculum model for gifted students – specifically addressing the integration of technology, the planful application of professional learning activities, and other context-based lessons learned from the experiences working with schools in the implementation of ICM curriculum. It provides an overview of resources currently available for integration into programs for the gifted. The part also addresses the issues associated with students who may be gifted in technology as a domain-specific area for identification and programming, as well as discussing the infusion of technology into all learning opportunities in other domains. It then examines the lessons learned from using content-based curriculum, designed based on the ICM, over the past 30 years.
