This book explores the phenomenon of computer technology talent (CTT) in the field of gifted education. Based on Feldman's co-incidence theory, four time frames have crystallized at the end of the 21st century to produce conditions ripe for this talent to emerge. Within this framework, the question was asked: "What cognitive and affective qualities and life events mark the development of CTT?" Using qualitative study methods, interview data were collected from four different age groups and time periods. Findings are discussed in terms of developmental patterns and recurring trends, reflected in the participants' histories with computing, environmental support, and pivotal peak experiences. Results provide evidence that CTT should be recognized as a distinct talent area within the domain of gifted studies. Some suggestions for educational policy and practice are made for teachers and parents on how to deal with these talented children emerging from the digital age.
This book is addressed to professionals in Gifted Education such as teachers, facilitators and curriculum designers. It is also directed towards researchers in Talent Development, Gifted Education and Communications.
