The theory of multiple intelligences by Howard Gardner has eight different intelligences. They show different ways of intellectual ability and a broad range of human potential. The eight are linguistic, logical-mathematical, spatial, bodily-kinestic, musical, interpersonal, intrapersonal, and naturalist. Students can be higher in some areas than others
Gardner's theory of multiple intelligence supports and detracts from technology integration in the classroom. It supports technology because it allows for diversity of ways to learn. If a child is not understanding something in one way, maybe another way can be tried with a different type of technology. There are many different software programs and devices out there to choose from. However, it can detract because a teacher needs to understand all the different technologies and how to use them. I think the theory relates to the Type I, II, and III in a couple ways. It all really depends on the technology being used. The eight different intelligences allows this to happen. There can be software to help with words (linguistic) which can act as a tutor (Type I). Or it kids can be working together on a software program (interpersonal and Type II).
Benjamin Bloom's theory deals with taxonomy. He developed a hierarchical system of ordering thinking skills. There are six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. There are the domains of cognitive, affective, and psycho-motor.
This theory supports and detracts from technology integration in a few ways. It can support it by helping design assessments and storing other information. It detracts because the technology takes the forefront while the student and teacher are just users. The Type I, II, and III depend on what level one is using. The synthesis and evaluation levels, one would see Type III because the computer is the tutee as the students are doing the designing.
Dale's Cone of Experience means the more one is actively involved in the activity, the more they remember. The lower the participation, the less they remember. Verbal receiving, visual receiving, and hearing/seeing.saying/doing are the ranks of remembering.
This theory supports and detracts from technology integration in a couple ways. If a child can see a demonstration or simulate a real experience they will remember it more than just reading or hearing it. It detracts because one could rely too much on the technology. This theory relates to the Type I, II, and III in a few ways. In type I the computer is the tutee and if the kid is just reading the words on the screen, they won't remember them as well. However, if the students are being supported by the application or helping create it, they'll remember more.
3 comments:
I really enjoyed reading your section on Gardner. His theory does support technology because it allows a diverse way of learning. Technology can be tied into all of his intelligences and I feel that is why he did not label technology as a nineth intelligence.
I didn't really think about Gardner's theory using two types of technology, but I guess both types work and you have valid points to show how it is true. I also find it interesting that you pointed out that software programs allow more diversity with learning and a different type of technology can help a child understand something. While I think this is true, I think that we have to be careful and not allow for the technology to replace the teacher.
You made some great points about children's way of learning, and how applying the written information that is viewed works better for some students.I think this is important for teachers to understand because their students should be able to do hands on activities that will help them apply what they are learning in a way that will help their style.
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