The beginning of the 21st Century has been marked by sizable shifts in our viewpoints on a number of factors that affect the education of gifted students. Such changes have been brought about by new knowledge, plus the reorganization of existing information. Five major dimensions can be noted; (1) Our view of the concept of intelligence, (2) Our view on who is gifted, (3) Our differentiation of curriculum for gifted students, (4) Our struggle over the competing values of equity vs. excellence in American education, and (5) the new easy access to the world's knowledge through technology, which makes life-long learning a possibility and changes the role of teacher and student.
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