MI+and+Software

= =

=**__Multiple Intelligences and Software__ **= toc

by Ellen Johnson

__**What is Multiple Intelligences? **__
Multiple Intelligence theory was developed by [|Howard Gardner] who brought the educational world the idea that "an intelligence is a psychobiological potential to process information so as to solve problems or to fashion products that are valued in at least one cultural context" (Gardner, 2004,pg.3) (This theory differs from the classical view of intelligence which is traditionally assessed by an [|IQ test].) His first mention of Multiple Intelligences came in his book [|Frames of Mind]. In this book he theorizes that each individual is in possession of various degrees of 7 (now 8 and a proposed 9th) identified forms of intelligence. Human Beings coordinate the use of these intelligences to accomplish certain tasks. //Therefore the question is not "Am I smart?". The question is "How am I smart?".//

Below are the 7 original Intelligences initially proposed by Howard Gardner:



// To learn more about these intelligences as well as the additional intelligences of Naturalism and Existentialism please see [|The Nine Types of Intelligence] .//

8 Criteria to be an Intelligence
An intelligence as defined by Howard Gardner must meet [|8 criteria:]


 * 1) Isolation as a Brain Function
 * 2) Existences of Prodigies, Savants, and Exceptional Individuals
 * 3) Set of Core Operations
 * 4) Developmental History with and Expert End Performance
 * 5) Evolutionary History
 * 6) Supported Psychological Tasks
 * 7) Supported Psychometric Tasks
 * 8) Encoded into a Symbol System

According to Gardner, the classical view of intelligence and the main focus in our educational system only recognizes the Verbal Linguistic Intelligence and the Logical/Mathematical Intelligence and thus is systematically unfair to a large part of the population who have strengths in many other types of Intelligence.

Howard Gardner on the Educational System:

media type="youtube" key="l2QtSbP4FRg" height="390" width="480"

__**Know Thyself and Know Thy Learners **__
Ancient Greek aphorism [|"know thyself"] is important when developing lessons that incorporate the multiple intelligences because it brings awareness to the intelligences the instructor brings to the table. Once the instructors' intuitive approach is accounted for, the students' perspective must be considered. Research done by Monica W. Tracey (2007) emphasizes the importance of using the multiple intelligence profiles of the students in her study on design and development of instructional systems. These ideas were echoed is Osciak and Milheim's (2001) research on developing on-line learning experiences that are "diversified, exploratory, guided and soundly constructed" (Osciak & Milheim, 2001, pg. 4). The multitude of technological tools available in an online setting helps instructors meet the students' preferred method of delivery as defined by their intelligences.



//Take the [|Learning Style Quiz]to get an idea of which of the Intelligences you favor most//.
Here is a checklist for your students to assess their profile of intelligence: [|M/I Checklist] and here is one if you want students to assess themselves: [|Multiple Intelligence Checklist]

__**How do you incorporate Multiple Intelligences in your curriculum?**__
While traditional education may still emphasize Verbal / Linguistic and Logical / Mathematical areas of intelligence, more and more teachers are recognizing the benefits of addressing lessons with multiple intelligences in mind. This perspective taking may influence a teacher to use music, art, movement, student to student interaction etc.. in addition to the reading and writing to create an impact for their students that may be more easily reached by another form of intelligence.

In the Enota Multiple Intelligences Academy, in Gainesville, Georgia the students experience a variety of different learning opportunities to practice their different "smarts" (the kid friendly word for intelligences). The school has built it's own school village called Smartville in which the students perform the functions of post office workers, bankers, etc... They use the multiple intelligences to keep the students motivated and engaged.

media type="youtube" key="SFIgVAMfz64" height="390" width="480" Below is a short video describing a K-12 Indianapolis public school that is called Key Learning Community. At this school, multiple intelligences are the main focus as students are allowed to experiment in a variety of learning styles and create projects that flow from their natural interests. Technology is an important part of the process as students access it to present and teach others what they have investigated and learned.
 * Enota Multiple Intelligences Academy, in Gainesville, Georgia**

media type="youtube" key="hNw97uLswTk" height="390" width="480"

To Read more about Key Learning Community and the amazing things they are doing see [|The Key to Learning: A Place for Meaningful Academic Exploration] by Sara Armstrong.

Here is a task list for incorporating different "smarts" into your classroom: [|Task Choices for Multiple Intelligences]

__**Multiple Intelligences and Technology**__
McCahill (1994) studied the empowerment of learners as she followed 10th grade students creating their own Cloze Encounters puzzle on any topic. Students were invited to be creative in designing their clues and to incorporate graphics, animation, music, thought provoking questions as they saw fit. Students used their communicative strengths to drive the creative process of this project and thus procedures were not dictated by the teacher. They were also called to consider the perspective of other students who might not share their particular strengths in order to review and revise the puzzle. The task structure encouraged the learners to use higher-order thinking and to direct their learning. The project was evaluated by a variety on angles including the teacher, the student themselves, and peers who experienced the presentation and puzzle.

**__Howard Gardner on Technology and Ethical Standards__**
While technology certainly increases the capacity for self-directed learning makes it possible to individualize learning based on individual preferences of certain intelligences it is important to be ethical when it comes to digital media. Below is Howard Gardner as he talks about the research he has done addressing the ethical concerns as we immerse students in digital media.

__5 Ethical Issues__
 * 1) Sense of Identity
 * 2) Sense of Privacy
 * 3) Sense of Authorship / Ownership
 * 4) Trustworthiness / Credibility
 * 5) What it means to be a Community (of unknown size and duration)

media type="youtube" key="izRRmW5KKLY" height="390" width="480"

**__Technology Resources that Utilize Multiple Intelligences__**
The nature of multiple intelligences gives an instinctual draw to using certain forms of technology in which to best communicate learning. Below is a spreadsheet compiled from [|http://www.casacanada.com/multech.html.]

Technology Resource Table
(databases, calendars) || Photo sharing websites || Keyboarding, mouse, joystick, and other devices for movement || Video and audio recorders || Computer-based journaling || Blogs || Audio and video cameras || Email ||
 * || **Verbal Linguistic** || **Logical / Mathematical** || **Visual / Spatial** || **Bodily / Kinesthetic** || **Musical / Rhythmic** || **Intrapersonal** || **Interpersonal** || **Naturalist** || **Existentialist** ||
 * **Roles** || being the secretary, taking notes, and using the word processor, organizing the group's text and putting the project together, researching, listening, reading, and writing aspects of a research project || collecting data, conducting experiments, and solving problems, creating spreadsheets, databases, charts, and other data organization and calculation projects would be their contribution to a group, problem solving, measuring, sequencing, predicting, experimenting, classifying, and data collection aspects of a research project || illustrating the project, identifying the visuals, color-coding the presentation, and creating the storyboard for the project, identifying project visuals and visualizing aspects of a research project || gathering and organizing physical materials, keyboarding, acting out roles, or manipulating objects, run the camera, operate the mouse, or take the pictures || choose and compose music for multimedia presentations, see and hear patterns, so they may be good at sequencing a presentation, ask them to look for things that might be missing after watching a videotape || setting and pursuing goals and assessing work, working independently toward a group goal || rallying the group together and getting discussions going, teaching other members of the group and coordinating activities, good at peer editing. || enjoy field trips that involve observation and recording the world around them || seeing the "big picture" of human existence by asking philosophical questions about the world. ||
 * **Programs** || Web development tools || Organizational tools
 * || PDF files || Calculation tools (spreadsheets) || Comics and Sequential art || Scientific probes and microscopes || Sound and music files || Concept maps || Email projects || Digital cameras || Chat ||
 * || Word processing (Word, Appleworks) || Online calculation tools and utilities || CAD - Computer-Aided Design || Video production - skits, dances, sports, role playing, demonstrations || Music clips || Problem solving software - self paced software || Chat || Word processing to journal natural information || listservs ||
 * || Concept Mapping Tools (Kidspiration, Inspiration || Scientific equipment (probes) || Animation software || Animation - Macromedia Flash || Music generation software || Internet research - self paced || Word processing - chain writing, group editing, peer writing, brainstorming || Data organization and calculation (database, spreadsheet) - observations || teleconferencing ||
 * || Writing a video script || Science and math software || Puzzle building tools || Claymation - sequence of movement || Animation - Macromedia Flash || Word processing - brainstorming, diaries, journals || Listservs || Desktop presentations (Powerpoint) - show tends and changes over time || interactive communication ||
 * || Voice annotation in word processing || Spreadsheets || Draw programs - Illustrator, CorelDraw || Handheld Palms and Alphasmart - you can carry them everywhere || Music composition software || Video projects - record personal ideas || Forums and discussions || Use microscopes and probes - nature up close ||  ||
 * || Using comments in word processing || Statistics || Paint programs - Photoshop, Paint, KidPix, AppleWorks || Virtual Field Trip - using and creating || DVDs and CD-audios || Multimedia portfolios || Video and teleconferencing || Geocaching - GPS ||  ||
 * || Desktop publishing (Publisher, Pagemaker) - the text aspect, bookmaking || Graphing calculators and software || Timeline making - Tom Snyder's Timeliner || Lego Logo and Robotics - other construction kit projects || Interactive books with audio elements || Blogs || Group decisions software - Tom Snyder's decision ||  ||   ||
 * || Desktop presentation (PowerPoint, Astound) - the text organization aspect || Multimedia authoring (HyperStudio) - show results, animate || Imaging software - Fireworks || Digital still and video cameras - skits, plays, role playing, demonstrations || Audio notation in word processors ||  || Social networks ||   ||   ||
 * || Story-creation software (poems, essays, letters) || Videotape - experiments, demonstrations, data gathering || Desktop publishing (Publisher, Pagemaker) - layout aspect || Virtual worlds || Music sharing sites ||  || Webquests with collaborative elements ||   ||   ||
 * || Multimedia authoring (HyperStudio) - the text aspects || Animation - demonstrate an experiment || Desktop presentation (PowerPoint, Astound) - visual layout aspect ||  ||   ||   || Video recording - sharing with others through skits, debates, role plays ||   ||   ||
 * || Audio recorders and digitizers - recording oral histories and interviews || Desktop presentation (PowerPoint) - show results || Computer-generated charts, graphs, and tables (Graph Action; Graph Club) ||  ||   ||   || Collaborative computer software or games ||   ||   ||
 * || Video recording - text aspect || Online data collection || Spreadsheets for charts and graphs ||  ||   ||   || Group presentations (PowerPoint) ||   ||   ||
 * || storytelling, news program, interview, scripting, choral reading, retelling, || Problem solving software || Web development tools ||  ||   ||   || Telecommunications projects - Flat Stanley ||   ||   ||
 * || speaking, debating, dramatizing || Webquests || Digital drawing pads ||  ||   ||   || Peer tutoring ||   ||   ||
 * || Email || Computer-aided design - for problem solving || 3D and morphing software ||  ||   ||   || Virtual worlds ||   ||   ||
 * || Discussion lists and forums - discussing, debating || Strategy, logic, and critical thinking software || Multimedia authoring (HyperStudio) ||  ||   ||   ||   ||   ||   ||
 * || Social networks ||  || Map making tools (Tom Snyder's Mapmaker) ||   ||   ||   ||   ||   ||   ||
 * || Chats ||  || Video conferencing ||   ||   ||   ||   ||   ||   ||
 * || Reading and interpreting web information ||  || Scrapbooking, photo albums, and slide shows: oral history projects ||   ||   ||   ||   ||   ||   ||
 * || Electronic reference tools - encyclopedia, dictionaries ||  || Visual information materials: photographs, clipart, charts, graphs, tables ||   ||   ||   ||   ||   ||   ||
 * || CD-ROM Interactive books on CD, e-books, and text-based software ||  || Color-code projects and ideas ||   ||   ||   ||   ||   ||   ||
 * || Crossword puzzle maker ||  || Match pictures to vocabulary words ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Websites with visual organizers or use color ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Visual Artwork ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Computer-generated Board Games ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Scanner ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Digital Camera ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || Concept Mapping Tools and Diagrams ||   ||   ||   ||   ||   ||   ||

**//*Notice how many of the programs, software, and devices appeal to a wide variety of intelligences.//**

**__Multiple Intelligence Game Sites__**
__**Big Brain Academy**__ for Wii and DS is an edutainment game that while is intended to focus on functions of the brain like identify, memorize, visualize, compute, and analyze. However, it's graphics, movement, music, puzzles etc. lend itself to a multiple intelligences approach. Here is a review on it. (The first 30 seconds is an opening for the reviewer.) media type="youtube" key="iN-nhvVhzHM" height="206" width="250"

__**Walter McKenzie's One and Only Surfaquarium MI Immersion**__ has activities for all the intelligences on the site [|MI Game]

This __**Multiple Intelligence and Technology**__ site has many game resources for all the intelligences: [|MI & Technology]


 * __Fun Brain Puzzle__** is another site dedicated to offering games that speak to the multiple intelligences: [|Funbrainpuzzle]

**__Variety of Intelligences...More is More__**
While most of Multiple Intelligence Theory suggests that instruction should be paired with the students' most prominent intelligence for maximum learning, not all research indicates as such. Kelly's (2008) research indicates that greater learning is actually achieved when a variety of resources are used. Particularly greater learning gains were made when the use of resources were //mismatched// to the students preferred intelligence. Participants in the study ranged from 12 to 17 years of age and put into three groups. The first group had complete learner control. The second was adaptively guided to resources they prefer. The third group was adaptively guided to resources they did not prefer. Interestingly and unexpectedly the highest level of learning appeared in those students who had presentations that were mismatched in relation to their preferences. Results indicate that the mismatch may have encouraged students to investigate other sources which in turn increased learning gains.

One limitation of this study is that it only touched on four of the nine intelligences. It could be that the students in the study were not presented with their actual preferred intelligence. Thus they were forced to seek out other angles. However, this too indicates that the use of a variety of intelligences is more effective to student learning than on relying on a single method whether or not this matches the students' preferred intelligence.

**__Helpful Links__**
[] [] []

__**Resources **__
__//Journal Article Resources://__ Gardner, H. (2004). //Selected Papers and C.V.: The 25th anniversary of the publication of Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences.// Retrieved April 23, 2011, from Howard Gardner: http://www.howardgardner.com/Papers/documents/T-101%20A%20Multiplicity%20REVISED.pdf Kelly, D. (2008). Adaptive versus learner control in a multiple intelligence learning environment. //Journal of Educational Multimedia and Hypermedia// //, 17// (3), 307-336. McCahill, P. (1994). Beyond traditional boundaries: Coping with multiple intellingences in today's classrooms. //National Educational Computing Conference//, (pp. 245-250). Boston. Osciak, S. Y., & Milheim, W. D. (2001). Multiple intelligences and the design of web-based instruction. //International Journal of Instructional Media// //, 28// (4), 355-361. Schrand, T. (208). Tapping into active intelligences with interactive multimedia: A low-threshold classroom approach. //College Teaching// //, 56// (2), 78-84. Tracey, M. W. (2009). Design and development research: A model validation case. //Education Technology Research and Development// //, 57//, 553-571.

__//Internet Resources://__ IQ Test [] Frames of Mind [] Howard Gardner Site [] Nine Types of Intelligence [] Know Thyself [] MI Criteria [] Smartville Article [] MI Checklist [] MI Task Choices [] HG on Educational System [] HG on Digital Youth [] Curriculum based on MI [] Technology and multiple intelligences []