This study measured artistically gifted stu-dents attitudes toward technology and com-pared them to their math/science peers. Re-searchers administered the English version of the Modified Fennema Sherman Attitudes Scales (M-FSAS) to 149 students enrolled at a residential school (grades 7 12) for the artisti-cally and math/science gifted (108 female, 41 male). Analyses revealed no multivariate differ-ence between arts concentrations; however, there was a statistically significant multivariate difference between math/science students and arts students. Further univariate analyses indi-cated statistically significant differences in all areas except in the gender differences subscale. Math/science students had lower M-FSAS scores, which equate to stronger attitudes sur-rounding technology. Results suggest that artis-tically gifted students do not perceive technol-ogy as being as relevant to their lives as their math/science gifted peers. For this artistically gifted sample, these results potentially repre-sent fewer career opportunities and creative outlets. Based on these results, educators should imbed into the curriculum opportuni-ties for artistically gifted students to utilize technology for career-oriented purposes.
Key words: artistically gifted, attitudes toward technology
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