Multimedia and Multiple Intelligences

Barb Landon

Wilkes University

Linguistic Intelligence

Like to write, read and listen Spin tall tales or tell jokes and stories Have a good memory for names, places, dates, or trivia Enjoy reading books and writing stories Spell words accurately and easily Have well developed vocabulary and use language

fluently Like doing crossword puzzles or playing word gameComparing online articles from scientific journals, magazines,

businesses, schools, and independent sources; Programming multimedia presentations that incorporate desktop publishing, voice annotations, and speech output.

Logical-Mathematical Intelligence

Explore patterns, categories and relationships Compute arithmetic problems quickly Enjoy mathematics and using computers Able to group and order data and then analyze, interpret and make

predictions Reason things out logically to solve problems Play chess, checkers, or strategy games and win Devise experiments to test out things not easily understood Enjoy logic puzzles

Understanding navigation through hypermedia design paradigms and BooLean logic; Generating database and spreadsheet programs; Engaging in problem solving software; Using online calculators; Utilizing multimedia authoring programs.

Intrapersonal Intelligence

Have a deep awareness of inner feelings, strengths and weaknesses

Display a sense of independence or strong self-will and is self-directed

React with strong opinions when controversial topics are being discussed

Prefer own private inner world Like to be alone to pursue some personal interest,

hobby, or project

Have a deep sense of self-confidence March to the beat of a different drummer in

style of dress, behavior, or general attitude Self-motivated to do well on independent

study projectsIntuitive ability

Completing computer assisted instruction/ILS labs; simulations that only rely on the computer's response, self assessments, designing homepages, and word processing class assignments.

Spatial Intelligence

Think in images and pictures Like to draw, paint, sculpt and participate in art activities Report clear visual images when thinking about something Easily read maps, charts, and diagrams Draw accurate representations of people or things Like to see movies, slides, or photographs Enjoy doing jigsaw puzzles or mazes

Designing and interpreting graphical layouts; Using draw- or paint programs; Charting data in spreadsheet applications; Capturing/manipulating images from a digital camera, video, scanner, or web page; Manipulating objects in three dimensions using JAVA script.

Musical Intelligence

Sensitive to a variety of sounds in the environment Play a musical instrument or enjoy music Remember melodies of songs Tell when a musical note is off-key Prefer to have music on when studying or working Collect recordings Enjoy singing Keep time to music

Listening to *.wav, MPEG, or MIDI files associated on software and Web pages; Creating presentations that require the recording of sound(s).

Bodily-Kinesthetic Intelligence

Learns best by moving around, touching, or acting things out Process knowledge through bodily sensations Move, twitch, tap, or fidget while sitting Engage in physical activities or sports Perform fine and gross motor skills effectively Like to touch or be touched when talking with people Skilled at handicrafts woodworking, sewing, sculpting, etc. Enjoy using manipulatives and other hands-on learningNavigating through software- or web-based scientific inquiries,

dissections, and WebQuests with the use of a keyboard, joystick, mouse, science probe technology, or touch window.

Interpersonal Intelligence Enjoy being around people Have many friends Socialize a lot at school, work, or home Organize, communicate and sometimes manipulate Learn best by relating and cooperating Enjoy group activities Serve as mediator when disputes arise when

disputes arise Have empathy for the feelings of others Can read social situations accuratelyCollaborating online via listserves, chat rooms,

newsgroups, and e-mail; Engaging in simulations that require two or more people.

Naturalist

• Excellent at recognizing and classifying both the animal and plant kingdoms, as well as showing understanding of natural phenomena.

• The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence

Using real-time images of the natural world as a basis of a comparison study; Digitize images or the natural world captured on videotape or digital camera.

TPACKTechnological Pedagogical Content

Knowledge

How To Use Technology?

Match technology integration strategies directly to how teachers plan by Specifying learning activities

Don’t plan instruction just to match educational technologies

Planning Instruction Facilitated by Digital Tools1. Choose Learning Goals- State

Standards State Anchors

2. Make a Pedagogical decisionTeacher Center vs Student CenterConvergent learning vs Divergent

Learning (hands-on learning or abstract learning)

Few prior knowledge vs more prior knowledge

Surface comprehension vs Deep knowledge

2. Make a Pedagogical decision (Con’t)Shorter duration planning vs Longer

duration planningMore structured learning vs Less

structured learningWhole group vs small group vs

individualizedNo additional resources required vs

more additional resources required

Select Activity Types to Be Combined

Operational TPACK (technology pedagogy and content knowledge)

The more activity types that are included in an instructional plan, the deeper and more differentiated the learning

Select Assessment Strategies

Formatively Answering questions, participating in group

discussions, creating timelines

Summarative Test, essay, creating presentations

Select Tools and Resources

Technocentric Learning- focus on the technology and does not meet curriculum-based standards (Seymour Papert)

Focus on the curriculumLearner first, technologies last

Popular Models of lessons

Madeline Hunter’s seven step lesson plan

Backwards DesignTeaching for Understanding

References

Alick, Dave. Integrating Multimedia and Multiple Intelligences to Ensure Quality Learning in a High School Biology Classroom, (1999). Retrieved October 4, 2009. From web site http://www.angelfire.com/de2/dalick/researchMI.htm

Harris, Judi and Mark Hofer (2009, September/October). Grounded Tech Integration. Learning & Leading with Technology, 22-25.

Johnson, Larry & Annette Lamb (2007). Teacher Tap, Technology and Multiple Intelligences. Retrieved October 4, 2009, from Teacher Tap Web Site http://eduscapes.com/tap/topic68.htm

McKenzie, Walter. Multiple Intelligences and Instructional Technology Retrieved October 4, 2009. From Web Site http://books.google.com/books?hl=en&lr=&id=-uhHXNQSwO8C&oi=fnd&pg=PR8&dq=multimedia+and+multiple+Intelligence&ots=zfkhK1MrlJ&sig=WOv6Z3qklyeaaWnDnJv40e34GbY#v=onepage&q=multimedia%20and%20multiple%20Intelligence&f=false

Veenema, Shirley and Howard Gardner. Multimedia and Multiple Intelligences. (2009) Retrieved October 4, 2009, from The American Prospect, Inc.  Web Site http://www.prospect.org/cs/articles?article=multimedia_and_multiple_intelligences

Zavala, Claudio Jr. Enhancing Multiple Intelligences Through Multimedia Educational Technology Department. Retrieved October 4, 2009, from Educational Technology Department San Diego State University Web site http://coe.sdsu.edu/eet/Articles/mimultimedia/index.htm