Software for Multiple Intelligences
McKenzie, W. (2003). Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software. Learning & Leading with Technology, 30 (8), 54 - 58.
“What considerations need to be made on selecting software for the classroom?”
The considerations that must be made on selecting software for the classroom are whether or not the software addresses the various needs of multiple intelligences present in the classroom (as described by Gardner), and whether or not the software is designed to stimulate the level of thinking that the lesson requires (based on Bloom’s Taxonomy). The context in which the software will be integrated must also be taken into consideration – for software that may address “lower-level thinking” skills might be appropriate and challenging in a context that addresses higher order thinking in the classroom. And vice versa, a program that might appear complex enough in its design to address every intelligence could neglect all but a few intelligences in its minimal application.
“Describe what you feel is most important to consider after reading this article?”
When evaluating software programs for use in the classroom, it is most important to consider how that program could be seamlessly integrated into lesson plans so that the technological component of the class does not seem isolated and irrelevant.
“How might software address multiple intelligences?”
Tutorial and Assessment programs, in their dependence on a learner to recall, restate, or identify addresses the logical and verbal intelligences. Guided and Independent Practice programs, in which learners may find and apply patterns and make sense of content in different context, apply to musical and naturalist intelligences. Heuristic and Simulation software, which require problem-solving and student engagement in virtual environments, address the emotional intelligences. And Productivity software, where students create their own products using specific tools, can address every intelligence.
“Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.”
http://www.edutopia.org/php/article.php?id=Art_957This article on the edutopia.org web site describes the philosophy behind the educational approach of the Key Learning Community – a K – 12 school in Indianapolis that has integrated Gardner’s theory of Multiple Intelligences into its entire curriculum. This is a good example of how this theory has been successfully integrated into an entire school, with tangible examples of its success.
“What considerations need to be made on selecting software for the classroom?”
The considerations that must be made on selecting software for the classroom are whether or not the software addresses the various needs of multiple intelligences present in the classroom (as described by Gardner), and whether or not the software is designed to stimulate the level of thinking that the lesson requires (based on Bloom’s Taxonomy). The context in which the software will be integrated must also be taken into consideration – for software that may address “lower-level thinking” skills might be appropriate and challenging in a context that addresses higher order thinking in the classroom. And vice versa, a program that might appear complex enough in its design to address every intelligence could neglect all but a few intelligences in its minimal application.
“Describe what you feel is most important to consider after reading this article?”
When evaluating software programs for use in the classroom, it is most important to consider how that program could be seamlessly integrated into lesson plans so that the technological component of the class does not seem isolated and irrelevant.
“How might software address multiple intelligences?”
Tutorial and Assessment programs, in their dependence on a learner to recall, restate, or identify addresses the logical and verbal intelligences. Guided and Independent Practice programs, in which learners may find and apply patterns and make sense of content in different context, apply to musical and naturalist intelligences. Heuristic and Simulation software, which require problem-solving and student engagement in virtual environments, address the emotional intelligences. And Productivity software, where students create their own products using specific tools, can address every intelligence.
“Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.”
http://www.edutopia.org/php/article.php?id=Art_957This article on the edutopia.org web site describes the philosophy behind the educational approach of the Key Learning Community – a K – 12 school in Indianapolis that has integrated Gardner’s theory of Multiple Intelligences into its entire curriculum. This is a good example of how this theory has been successfully integrated into an entire school, with tangible examples of its success.
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