This document discusses Howard Gardner's theory of multiple intelligences and its application in education technology (edtech). It provides an overview of Gardner's theory, which identifies several distinct types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document then discusses how edtech can be implemented in the classroom in ways that engage different intelligences, such as through augmented reality, gaming, coding, robotics, and AI assistants. It argues that merging multiple intelligences theory with edtech allows students to learn in ways tailored to their strengths and makes learning more interactive, collaborative, and personalized.
This is in no way intended to constitute a proper introduction to this school of learning theory, but to accompany a selective discussion in class.It has been annotated so some of it can stand alone
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2. Table of Contents
● Howard Gardner - A brief introduction
● Theory of Multiple Intelligences
● What are the intelligences?
● Applying the Theory of Multiple Intelligences
● Ed Tech - What it is, and where it is currently
● Edtech Implementation in the Classroom
● Merge of Multiple Intelligences and Edtech
Gardner's theory provides a much
needed corrective to the shortcomings
of traditional psychometric approaches.
Instead of probing the bases of bubble-
sheet results, Gardner sought to
illuminate the mental abilities underlying
the actual range of human
accomplishment that are found across
cultures.
Mindy Kornhaber
We estimate that the speed of digitisation in education will be up to five
times slower than has been seen in other sectors, due primarily to the
increased number of gate keepers involved in digital transition decisions,
teachers, institutions, governing bodies, districts and policy makers amongst
a few".
Benjamin Vedrenne-Cloquette, Co-Founder, EdTechXGlobal
3. Howard Gardner - A Brief Introduction
Howard Earl Gardner is an American developmental psychologist and
the John H. and Elisabeth A. Hobbs Professor of Cognition and
Education at Harvard University. He is currently the senior director of
Harvard Project Zero, and he has been the co-director of The Good
Project.
Gardner has written hundreds of research articles and thirty books
that have been translated into more than thirty languages. He is best
known for his Theory of Multiple Intelligences, as outlined in his 1983
book Frames of Mind: The Theory of Multiple Intelligences.
Multiple intelligences are problem-solving capabilities. Students are
encouraged to employ all these intelligences to solve a problem —
read about it, analyze it, draw it, act it out, work to a rhythm, relate it
to nature, talk about it, or reflect on it. Having multiple ways to solve
a problem is beneficial particularly when problems are complex and
require innovative thinking.
4. Theory of Multiple Intelligences - Definition
Gardner broadly defined intelligence as -
A biopsychological potential to process information that can be
activated in a cultural setting to solve problems or create
products that are of value in a culture…Intelligences are not
things that can be seen or counted.
Instead, they are potentials—presumably, neural ones—that
will or will not be activated, depending upon the values of a
particular culture, the opportunities available in that culture,
and the personal decisions made by individuals and/or their
families, school teachers, and others.
Source: https://bit.ly/2V7ltbw
5. What are the Intelligences?
● Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the sounds,
meanings and rhythms of words.
● Mathematical-Logical Intelligence: The ability to think conceptually and abstractly, and the
capacity to discern logical or numerical patterns.
● Musical Intelligence: The ability to produce and appreciate rhythm, pitch and timbre.
● Visual-Spatial Intelligence: The capacity to think in images and pictures, to visualize accurately
and abstractly.
● Bodily-Kinesthetic Intelligence: The ability to control one's body movements and to handle
objects skillfully.
6. What are the Intelligences?
● Interpersonal Intelligence: The capacity to detect and respond appropriately to the moods,
motivations and desires of others.
● Intrapersonal Intelligence: The capacity to be self-aware and in tune with inner feelings,
values, beliefs and thinking processes.
● Naturalist Intelligence: The ability to recognize and categorize plants, animals and other
objects in nature.
● Existential Intelligence: The sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why we die and how we got here.
7. Applying the Theory of Multiple Intelligences
The Variation Approach
When a teacher first begins instructions using strategies compatible
with multiple intelligences, students will need to participate in a wide
variety of experiences to learn about their preferences. The teacher's
lessons will rotate among the intelligences.
The Choice Approach
If the students are widely varied in their preferred intelligence or
unsure of their preferences, the teacher offers a choice in each of the
intelligences to the students.
The Bridge Approach
If the intelligence demand is primarily in one intelligence, activities are
focused on that intelligence. All students complete a specific activity
together, and teachers offer bridging techniques to help students deal
with the intelligence, and the content in a successful manner.
8. Edtech - What it is, and Where it is Currently
Edtech is the use of technological processes and resources to improve education.
● Education technology is becoming a global phenomenon, and as
distribution and platforms scale internationally, the market is projected
to grow at 17.0% per annum, to $252bn by 2020.
● Mobile penetration, particularly smartphones, will be a game-changer
towards delivering and supporting learning, and driving growth.
● The compound annual growth rate from 2014 to 2020 for all ed-tech and
technology is projected to be 4.5 percent
● 86% of teachers think it is absolutely
essential to use edtech
● 92% of teachers would like to use edtech
even more
● Educators (in the U.S.) spend more than $3
billion per year on digital learning content
● On average, electronic teaching resources
(e.g. textbooks) cost 33-35% less.
9. Edtech Implementation in the Classroom
Augmented, virtual, and mixed
reality are examples of
transformative technology that
enhance teacher instruction while
simultaneously creating immersive
lessons that are fun and engaging for
the student.
Grants and donations have outfitted
classrooms with iPads and laptops.
Google Chromebooks account for
over half of the devices in US
classrooms. In 2014, more than three
million Chromebooks were used in
educational institutions.
Educators realize that their
classrooms must mimic the
workforce, which has inspired them
to create collaborative-friendly
spaces to facilitate student learning.
21st century classrooms use
SMARTboards instead of chalkboards
and pods of SMARTdesks instead of
individual seating.
10. Edtech Implementation in the Classroom
The use of AI in higher education has
proven useful. Australia’s Deakin
University used IBM Watson to
create a virtual student advisory
service that was available 24-hours a
day, seven days a week. Watson’s
virtual advisors fielded more than
30,000 questions in the first
trimester, freeing up the actual
advisors to handle more advanced
issues.
We are able to personalize learning
more now than ever. From school
choice — public, private, charter,
virtual — to the options available
for how a student learns, education
can be tailor-made to suit each
individual. Blended learning gives
more responsibility to the student,
as it involves less direct instruction
from the teacher and more
discovery-based methods of
learning.
Playing and learning collide when
classrooms utilize gaming as an
instructional tool. Gaming technology
makes learning difficult subject matter
more exciting and interactive. As the
technology progresses, it is quickly
being used to enhance educational
games in every discipline.
11. Emerging Technology and Trends in the Classroom
In fact, nearly 50% of respondents are using coding in the classroom, with another
33% using both game-based quests and robotics.
As technology
continues to make a
home in physical and
digital classrooms,
schools and districts
are becoming
increasingly more
interested in
incorporating new
education
technologies.
12. Merge of Multiple Intelligences and Edtech
● Modern technology-enabled educational aids facilitate optimum use of
multiple intelligences.
● Technology is the most suitable medium for students of 21st century: a
medium conducive to their learning needs beyond classrooms depending
upon their learning types.
● Project based learning and active learning methodology, which being the
kernel of multiple intelligences, by and large depend on various
technological aids.
● Effective delivery of content catering to all the nine intelligences depends
on use of the most suitable technology.
● The learner-friendly environment of an MI classroom owes its appeal and
effectiveness to optimum use of technology operated by students.
● Technology is a non-racist, unbiased, unprejudiced, amoral, egofree,
hierarchy-free, neutral facilitator which assists the teacher as well as the
students in the classroom.
● Technology offers something to everyone. Hence all nine learning types
can find a suitable technology solution aligned to their learning needs.
13. The E-Learning Perspective
Definition
One way to think about e-learning is that it’s
the use of electronic devices (computers,
tablets, or phones) to deliver educational or
training content to learners.
Personalized education through an electronic
environment is also known as e-learning. In
order to achieve the learning capability,
students need to have the knowledge of
utilizing instructional technologies.
14. E-Learning Benefits
● Offers real time evaluation and feedback
● Offers greater access to expertise
● Offers leading edge content
● Offers scalability to newer and larger
student environments
● Offers robust and consistent services
● Offers a higher learning retention
● Provides advancement of new technological
educational tools
● Provides increased classroom participation
● Provides an opportunity for independent
learning
15. What Does Elearning Responsible For?
● Logical mathematical – How can I bring in numbers?
● Linguistic – How can I use the spoken word?
● Spatial – How can I use visual aids?
● Musical – How can I bring in music?
● Bodily-kinaesthetic – How can I use the whole body?
● Interpersonal – How can I engage learners in group
work?
● Intrapersonal – How can I evoke personal feelings?
● Naturalistic – How can I bring in nature?
● Existential – How can I bring in philosophical
questions?
16. Elearning and Multiple Intelligences Combined
Musical (or Rhythmic) Intelligence
Appeal: Learning programs that include music or sound and the incorporation of multimedia
elements.
Linguistic Intelligence
Appeal: Learning programs that include discussions and the implementation of forums or
group-based learning situations.
Mathematical (or Logical) Intelligence
Appeal: Learning programs that include diagrams, charts, or tables and the incorporation of
critical thinking situations.
Kinesthetic (or Bodily) Intelligence
Appeal: Learning programs that include situations that involve increased hand-eye-
coordination and the incorporation of interactive situations that require physical movement.
17. Elearning and Multiple Intelligences Combined
Spatial Intelligence
Appeal: Learning programs that include activities depicting flow charts and graphics and the incorporation
of visually appealing multimedia.
Intrapersonal Intelligence
Appeal: Learning programs that include group discussion activities and in depth questions to help learners
fully explore the topic.
18. Concluding Note
Using MI theory as a framework for teaching and learning requires creative
thinking and a sound understanding of learning concepts for students.
MI theory is a definition and conceptualization of human intelligence. It is not
and does not prescribe a particular approach or set of activities. Instead, MI
theory offers a specific pluralistic conceptualization of intelligence that suggests
that in order for instruction to be effective it must be approached through a
number of “entry points” that are capable of appealing to the intelligence
strengths of students.
19. A Note on Intelligence Entry Points
Entry Point Description
Example of instruction
Narrative
The narrative entry point deals with the “story” that is
central to the topic.
Case studies, narrative or themed stories,
descriptive accounts.
Logical Quantitative
The numerical aspects of a topic, typically involves
deductive or logical reasoning.
Statistics, graphs, logic reasoning tasks.
Aesthetic
The aesthetic entry point engages artistic aspects of a
topic. It may also focus on sensory features associated
with the topic.
Three-dimensional representations, images,
videos, design activities.
Experiential
Should provide students with an opportunity to engage
with the topic in a “hands-on” manner.
“Hands on” interaction with the subject
matter of the topic.
Interpersonal
The interpersonal entry point involves working together
with others to learn about a topic.
Discussion forum, group problem solving,
perspective exchanging.
Existential/Foundational
This entry point deals with fundamental, philosophical
questions about the nature of the topic, why it exists,
and/or what is its meaning.
Philosophical discussions, introspection,
foundation or substance of a topic.