<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000400517</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000400004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compet&#234;ncias Digitais e Superdota&#231;&#227;o: uma An&#225;lise Comparativa sobre a Utiliza&#231;&#227;o de Tecnologias1]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Skills and Giftedness: a Comparative Analysis of Technology Use]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEDRO]]></surname>
<given-names><![CDATA[Ketilin Mayra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CHACON]]></surname>
<given-names><![CDATA[Miguel Claudio Moriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sagrado Coração Centro de Ciências Humanas ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Programa de Pós-Graduação em Educação Departamento de Educação Especial]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>4</numero>
<fpage>517</fpage>
<lpage>530</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000400517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000400517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000400517&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO diante da populariza&#231;&#227;o das Tecnologias Digitais da Informa&#231;&#227;o e Comunica&#231;&#227;o (TDIC) e da facilidade de acesso &#224; internet que temos atualmente, n&#227;o podemos ignorar que os estudantes de hoje est&#227;o imersos em uma cultural digital, apresentam caracter&#237;sticas e comportamentos diferenciados, s&#227;o influenciados pelo enorme fluxo de informa&#231;&#245;es dispon&#237;veis na internet e pela interatividade imediata proporcionada pelos recursos digitais. Considerando as habilidades destes estudantes em buscar, selecionar e compartilhar informa&#231;&#245;es, &#233; poss&#237;vel refletir e investigar a maneira como os estudantes precoces e/ou com comportamento superdotado relacionam-se com a tecnologia. Consideramos as TDIC como importantes ferramentas intelectuais para enriquecimento de estudantes superdotados, no entanto, &#233; necess&#225;rio identificar as habilidades que s&#227;o espec&#237;ficas destes estudantes e aquelas que s&#227;o comuns a todos os nativos digitais, para que possamos orient&#225;-los e ajud&#225;-los a desenvolver compet&#234;ncias digitais. Sendo assim, o objetivo deste estudo &#233; verificar a qualidade das a&#231;&#245;es de estudantes nativos digitais sem e com precocidade e/ou comportamento superdotado em rela&#231;&#227;o &#224;s TDIC. Quanto ao m&#233;todo, trata-se de um estudo comparativo que descreve o uso que os estudantes precoces e/ou com comportamento superdotado (G1) e estudantes sem esta especificidade (G2), dos anos iniciais e finais do ensino fundamental, fazem das TDIC. Observamos que embora as habilidades e compet&#234;ncias digitais dos estudantes, de ambos os grupos, sejam semelhantes, os estudantes do G1 demonstravam mais qualidade nas a&#231;&#245;es. Constatamos que G1 apresentou mais a&#231;&#245;es conscientes, tendo ocorrido maior diferen&#231;a entre os estudantes dos anos iniciais do Ensino Fundamental, atribu&#237;da &#224;s caracter&#237;sticas do fen&#244;meno da precocidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the face of the popularization of Digital Information and Communication Technologies (TDIC) and the ease of access to the Internet we have today, we cannot ignore that today&#8217;s students are immersed in a digital culture, have characteristics and different behaviors, are influenced by the huge flow of information available on the Internet and the immediate interactivity of digital resources. Considering the skills of these students on seeking, selecting and sharing information, it is possible to think and investigate how the early and/or gifted students relate to technology. We consider the TDIC as important intellectual tools for the enrichment of gifted students, however, it is necessary to identify the skills that are specific to these students and those that are common to all digital natives to guide and help them develop their digital competencies. Thus, the aim of this study is to verify the quality of the actions of digital native students with and without early and/or gifted behavior regarding the TDIC. As for the method, this is a comparative study that describes the use of the early and/or gifted students in their behavior (G1) and students without this specificity (G2), from the initial and final years of elementary school, make of the TDIC. We noted that although the skills and digital competences of students in both groups are similar, students of G1 showed more quality in their actions. We noted that G1 were more aware of the actions, resulting in a bigger difference between the students in the early years of elementary school, attributed to the characteristics of phenomenon of precocity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Superdotação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais da Informação e Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Giftedness]]></kwd>
<kwd lng="en"><![CDATA[Digital Information and Communication Technologies]]></kwd>
</kwd-group>
</article-meta>
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