Collaborative mural

Padlet as a tool for supporting students with high abilities and giftedness

Abstract

This article presents a pedagogical intervention that integrates digital technologies and children's and young adult literature. The study aims to analyze the contributions of the Padlet tool to knowledge organization through the interactive reading of A Ilha do Mistério, by Paul Adshead. The theoretical framework draws on Renzulli (1986) and Pedro (2023) regarding Giftedness; Mantoan (2003) on school inclusion; and Lévy (1999), Moran (2015), Scherer and Brito (2020), and Oliveira, Galvão, and Souza (2024) on digital technologies and collaborative knowledge construction. The research is theoretical-empirical, adopts a qualitative approach, and has an exploratory character. It was conducted through action research in a Multifunctional Resource Room serving students with Giftedness at a municipal public school in Marechal Cândido Rondon, Paraná, Brazil. The intervention lasted four weeks and involved reading the narrative, interpreting riddles, exploring the digital tool, and creating a collaborative mural. During the activity, students researched personified animals featured in Adshead's book that sparked their curiosity, organizing and sharing information while developing autonomy, creativity, critical thinking, and collaboration. The results highlighted Padlet's pedagogical potential to foster student agency, knowledge organization, engagement, and interaction among participants. The study concludes that the intentional integration of digital technologies into pedagogical practices, aligned with students' interests, expands opportunities for meaningful and inclusive learning.