Multimedia and Multiple Intelligences

1. Multimedia and Multiple Intelligences Barb Landon Wilkes University

2. 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 game Comparing online articles from scientific journals, magazines, businesses, schools, and independent sources; Programming multimedia presentations that incorporate desktop publishing, voice annotations, and speech output.

3. 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 makepredictions • 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.

4. 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 beingdiscussed • Prefer own private inner world • Like to be alone to pursue some personal interest, hobby, or project

5. Have a deep sense of self-confidence • March to the beat of a different drummer in style of dress, behavior, orgeneral attitude • Self-motivated to do well on independent study projects • Intuitive 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.

6. 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.

7. 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).

8. 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 learning Navigating through software- or web-based scientific inquiries, dissections, and WebQuests with the use of a keyboard, joystick, mouse, science probe technology, or touch window.

9. 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 accurately Collaborating online via listserves, chat rooms, newsgroups, and e-mail; Engaging in simulations that require two or more people.

10. 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.

11. TPACKTechnological Pedagogical Content Knowledge

12. 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

13. Planning Instruction Facilitated by Digital Tools 1. Choose Learning Goals- State Standards State Anchors

14. 2. Make a Pedagogical decision • Teacher Center vs Student Center • Convergent learning vs Divergent Learning (hands-on learning or abstract learning) • Few prior knowledge vs more prior knowledge • Surface comprehension vs Deep knowledge

15. 2. Make a Pedagogical decision (Con’t) • Shorter duration planning vs Longer duration planning • More structured learning vs Less structured learning • Whole group vs small group vs individualized • No additional resources required vs more additional resources required

16. 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

17. Select Assessment Strategies • Formatively • Answering questions, participating in group discussions, creating timelines • Summarative • Test, essay, creating presentations

18. Select Tools and Resources • Technocentric Learning- focus on the technology and does not meet curriculum-based standards (Seymour Papert) • Focus on the curriculum • Learner first, technologies last

19. Popular Models of lessons • Madeline Hunter’s seven step lesson plan • Backwards Design • Teaching for Understanding

20. 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 sitehttp://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