Linguistic: Use of word processing programs can help teach language, writing, editing, and rewriting skills. Also the Internet is an invaluable tool in learning. Through e-mail children can improve their language skills as well.
Other applications children may benefit from are:
• Word processors with voice annotations.
• Desktop publishing programs.
• Programs that allow children to create stories, poems, essays, etc.
• Multimedia authoring.
• Videodiscs to create presentations.
• Using tape recorders.
Logical-Mathematical:
Computer programs that teach logic and critical thinking skills. These are also in game formats that could motivate children. Math programs that allows drilling and practicing. Database programs that help explore and organize data and information.Other applications children may benefit from:
• Problem solving software
• Computer Aided design programs
• Strategy game software
• Graphing calculators
• Multimedia authoring programs
• Spreadsheet programs
Visual/Spatial:
Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding.Other applications children may benefit from are:
• Draw programs (CorelDraw)
• Image composing programs (image composer)
• Paint programs (Photopaint, Microsoft paint)
• Reading programs with visual clues
• Web page programs
• 3D software
• Software games
• Spreadsheet programs which allow children to see charts, maps or diagrams
• Multimedia authoring programs
Bodily-Kinesthetic:
Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively.Other applications children may benefit from are:
• Software games that allow contact with the keyboard, mouse, joystick and other devices.
• Programs that allow children to move objects around the screen.
• Word processing programs
• Animation programs
Interpersonal:
Students can work in groups of two to four on the computers. Working in groups will strengthen children’s communication and cooperation skills.Applications children may benefit from are:
• Computer games which requires two or more persons
• Programs that allow to create group presentations (PowerPoint)
• Telecommunication programs
• Distance education
• Chat to discuss ideas
• Help others with any programs
Intrapersonal:
The computer can help children build up individual skills. It allows for differences in children’s learning styles and abilities. Children may work on their own pace with computers.Applications children may benefit from are:
• Any programs which allow children to work independently.
• Games involving only one person.
• Brainstorming or problem solving software.
• Instructional games
• Word processors for journaling and recording feelings
• Developing multimedia portfolio
• Video editing (Adobe Premier)
We all learn in different ways. Educators need to try to meet the needs of all children by providing a variety of lessons using various teaching methods. When integrating technology in lessons, teachers have to make sure to remember the needs of all the learners and use various methods and techniques. Using software can develop the potential of all children.
MI & Technology: A Winning Combination!
The signs are all there, and the picture is becoming clearer. Children are engaged in learning;
Teachers, old and new, are excited about learning new ways to reach their students. What is the driving force behind this electric charge of educational energy? Technology! Furthermore, when it
is used in conjunction with curricula that incorporates the Multiple Intelligences, all students young and old, find that it taps into and sustains their attention. Digital content is one of four "pillars" of school technology, along with hardware, connectivity, and professional development. When teachers implement both the theory of multiple intelligences and technology, they along with their students, find that their classroom experiences become more stimulating.
11-3 Creating a State of "Flow"
Integrating technology and M.I. is what educators are doing to help their students reach a state of
"flow." Flow can best be described as a state of high, relaxed concentration where an individual is actively engaged in learning something new, but not to the point of frustration. It is a mental state where one is so involved in their learning experience that they reach a point where they seem to pay no attention to anything outside of what they are doing.
11-4 Effective Learning through M.I. means "Triple Coding" Content
One of the reasons M.I. and technology work so well together is because researchers now know that when an individual wants to deeply understand something complex in nature, they should triple code their learning experiences. This means if you are exposed to new ideas that are presented to you through a minimum of three different intelligences, you will have a better chance of remembering the information.
If a teacher weaves together several teaching strategies to present information about one topic, then we can say that he is triple coding the educational experience. As an example, let's take a look at a class learning about simple machines. The teacher may introduce the topic first by showing a demonstration (using a simple machine) on how a simple machine can perform work. Next, he may introduce new terminology to the class via vocabulary words, reading in the content area, or through similar (verbal) activities. A third method of introducing the topic might include showing the students how to create a mind-map of their chapter on "Simple Machines."
A Map is a visual record of either a piece of written material or an oral presentation. Mind-maps are created by representing key words from the content being covered, and giving them pictorial images to help an individual grasp the information quickly and rapidly with pictures, colors, and new vocabulary. The mind-map could be hand drawn, in color, created with computer add-ons like the CrossPad, or it could be created with a computer graphic program such as
"Inspiration." In any event, the students would then have a visual representation of all the information they need to understand, and in this format, it may tap into several of their intelligences
just by the nature of its design. i.e. The logical intelligence is "turned on" by the order involved in the process of making the mind map flow; The visual/spatial intelligence is activated by the color and images represented; and the verbal intelligence is stimulated by the terms associated with this topic). Therefore, information is now stored in the brain both verbally and non verbally. Cognitive retention is even stronger when the mind-map is created by the individual himself. According to Tony Buzan (author of "The Mind map Book"), 95% of the value of mind mapping lies in the making of the map. Mind maps are highly individualized and can reveal the thought processes a person has gone through as they absorb new information.
11-5 Classroom Experiences
Through the integration of computers into the daily curriculum of my students, I have come to firmly believe that if you want students to understand information, they have to feel it is of value to them. The most motivated students are obviously those who find the topic of study interesting. We all can't like everything, but if something we don't like is presented to us in a way that is appealing (in this case through one of our strength intelligences) then we will be far more receptive to learning more about the topic.
Technological tools and software used in conjunction with a curriculum based on the multiple intelligences can lure students into topics they may have previously disliked. For example, students who may have disliked social studies in the past may be turned on to the topic when the information is presented through a variety of intelligences. One way this could be accomplished would be by incorporating the following strategies:
• Logical/Mathematical - Teachers and or students use charts, graphs, populations statistics, timelines, etc.
• Bodily/Kinesthetic - Students and/or the teacher watch or participate in a dramatic role-play of a period in history.
• Verbal/Linguistic and Visual/Spatial - Students may hear and see famous historical leaders speak via the Internet or CD-ROM).
When students are involved in actively creating their own knowledge, they retain the content more easily because they have "lived through" the processes necessary for its development. They have to know their subject matter very well before they can produce a product that will teach others about their topic of research.