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

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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.