Using Gardner's Theory of Multiple Intelligences and Technology to Promote Student Engagement

Jackson, A., Gaudet, L., McDaniel, L., & Brammer, D. (2009). Curriculum integration: The use of technology to support learning. Journal of College Teaching and Learning, 6(7), 71-78. Retrieved from

     http://search.proquest.com/docview/218897888?accountid=26354

Summary
This article sets out to provide a technology-focused updated to Howard Gardner’s Theory of Multiple Intelligences by identifying emerging technologies and how they can be best utilized for the varying abilities of modern learners. While technically not a research-based study, the authors of this article attempt to build on previous research on Gardner’s theory to find to current educational technologies to update instructional practices and curricular development (2009).

The article starts out by reaffirming those characteristics that define each of the intelligences as outlined by Gardner. To extend this thinking, the authors then remind us that, as the use of technology becomes ever-more pervasive in the classroom, the responsible for educators to explore ways to utilize technology to address the varying intelligences of our students. Whereas, before, when developing curriculum and instructional strategies to address multiple intelligences, the focus was always on the activity. Now, with the advances of new forms of educational technology, the question is not so much about the specific activity, but allowing enough flexibility so that all students, regardless of learning modality preferences and aptitudes, can achieve their highest potential. Ultimately, according to the authors, the true value of integrating new technologies into the classroom can only be realized when that technology is coordinated with the needs of each student (2009).

The authors suggest that the singular best way to develop curriculum that incorporates technology while still providing opportunities for students of varying abilities and interests is Problem-Based Learning (PBL) (2009). When using a PBL approach to curriculum development, teachers become less focused on the specific content or information they want to impart, but instead provide learning opportunities for students that develop cognitive skills such as processing new material, creating new understandings through analysis, and, of course, creating solutions to real-world problems (2009). When blended with the Multiple Intelligences Learning Theory (MILT) teachers can also offer unique and user-specific tasks that promote the enrichment in learning for all students (2009). Ultimately, the great value of technology in the classroom can be realized, by using the MILT model for developing curriculum, by using creative and innovative technological tools to create a multi-faceted lessons that promotes engagement and academic growth for all students.

Reflection

For many educators, Gardner’s Theory of Multiple Intelligences has become ingrained in curriculum and lesson planning that describing it as a theory seems counterintuitive. Nonetheless, one of the greatest challenges to incorporating technology in the classroom is not adopting a one right way mindset as we discover and utilize these new strategies. This article should serve as a fitting reminder that, as we incorporate new strategies, theories, and technologies into the classroom, that we must revisit and adapt those time-tested educational practices to give them a more modern and timely application. Technology has drastically altered the face of education in only a few short decades, and it will continue to do so in an ever-increasing fashion. Ultimately, this article reminds me that sound teaching is a timeless practice that is only enhanced and improved with technology, not necessarily reinvented.

What Type of Media is Most Effective?

Sankey, M. D., Birch, D., & Gardiner, M. W. (2011). The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences. International Journal of Education and Development using Information and Communication Technology, 7(3), 18-35. Retrieved from http://search.proquest.com/docview/1017894716?accountid=26354

Summary

This study, published by Sankey, Birch, and Gardiner for the International Journal of Education and Development Using Information and Communication Technology (IJEDICT), attempts to investigate the effects of presenting educational content in multiple formats, including multimedia, on learning outcomes for students of varying learning styles and preferences. The authors of this study acknowledge that new multimodal environments allow information to be disseminated in an ever-increasing variety of formats (2011). Also, according to the study, recent research has identified a principle called the “multimedia effect” that shows a correlation between a deeper understanding of concepts when they are presented in both written and visual (picture) formats (2011).

To extend the understanding of this “multimedia effect” Sankey, Birch, and Gardiner set out to determine if there was a correlation between individual learning styles and the methods with which students are able to access the information. The authors administered learning style assessments to the study participants and then grouped them as “visual, aural, read/write or kinaesthetic” learners (2011). Then, the participants in the study were presented with specific material, but in a variety of formats, including text, text and images, study guides, printed presentations (visual), recorded presentation with audio, and interactive online activities.

According to the authors, the findings were quite surprising. The data revealed that there were no notable differences in learning outcomes across the different subgroups, regardless of the methods in which the material was presented. What the authors did discover, is that the only correlation they could identify is between the participant’s satisfaction and enjoyment with the presentation method and the overall learning outcomes. Ultimately, the study provides evidence that students do not necessarily perform better simply because content in presented in multiple formats, but instead, students find the experience more engaging and enjoyable because they are able to chose a format, or formats, that assist them in accessing, understanding, and retaining the information (2011).

Reflection

This study is a very useful and pertinent resource for those teachers grappling with how to incorporate multimedia and technology into their classrooms. It can be very daunting for teachers to try and determine which method is best when presenting new information to students. This study ultimately reaffirms what many teachers already have concluded about using technology in their instruction; the true value of technology is not found in innovation for innovation's sake, but instead giving students new and exciting ways to engage with the material they are learning. Teachers need to worry less about which method to use, and instead, seek out, experiment, and evaluate new methodologies for presenting information to their students.