Stephen R. Marvin, Ed.D. Eric D. Marvin, Ed.D. Fethi Inan, M.S.

1. Stephen R. Marvin, Ed.D. Eric D. Marvin, Ed.D. Fethi Inan, M.S. Does Multiple Intelligence Strength Effect Basic Computer Abilities? Does Multiple Intelligence Strength Effect Basic Computer Abilities?

2. Of National Concern . . . • Education system is “falling short in preparing individuals for the new economy.” (NGA, 2002, p. 7) • Employers are concerned about a lack of 21st Century workforce skills. (NGA, 2002)

3. No Child Left Behind • to “improve student academic achievement through the use of technology in elementary schools and secondary schools.” U.S. Department of Education, 2001, p.2

4. No Child Left Behind • to ensure that “every student is technologically literate.” U.S. Department of Education, 2001, p.2

5. National Educational Technology Standards • NETS for Students • Designed to, “provide teachers, technology planners, teachers preparation institutions, and educational decision makers with frameworks and standards to guide them in establishing enriched learning environments supported by technology.” • National Educational Technology Standards for Students (June, 1998) International Society for Technology in Education in collaboration with the Milken Exchange on Education Technology.

6. National Educational Technology Standards • NETS for Students • 1.Basic operations and concepts • 2.Social, ethical, and human issues   • 3.Technology productivity tools • 4.Technology communications tools • 5.Technology research tools • 6.Technology problem-solving and decision-making tools • National Educational Technology Standards for Students (June, 1998) International Society for Technology in Education in collaboration with the Milken Exchange on Education Technology.

7. National Governors Association • Governors are working on programs and policies to improve K-12 students’: • Computing Skills • Problem-Solving Abilities • Collaboration Skills • Reading and Writing Abilities

8. Educational Reform • 21st Century Technology Skills • Multiple Intelligence Theory • Focused on enhancing students’ abilities • Workforce skills

9. Multiple Intelligence • Dr. Howard Gardner: • “The challenge confronting educators is to figure out how to help individuals employ their distinctive intellectual profiles to help master the tasks and disciplines needed to thrive in society” (Gardner, 1996, p. 4).

10. Intelligence • Traditional View of Intelligence • Gardner’s Theory of Multiple Intelligences

11. MI THEORY • Linguistic • Logical-Mathematical • Musical • Spatial • Kinesthetic • Interpersonal • Intrapersonal • Naturalist

12. Intelligences and Non-Digital Technologies • Verbal / Linguistic • Pencil, pen, worksheets, textbooks, newspaper, magazine, typewriter • Intrapersonal • Journals, diaries, surveys, voting machines, learning centers, children’s literature • Spatial • Picture books, art supplies, chalkboard, dry erase board, overhead projector, slide projector, TV/VCR, camera, video camera

13. Linking Technology & MI Theory • What research has been conducted? • Walter McKenzie • ISTE Publication

14. Technology Implementation into Education “The only way to ensure that technologies purchased and implemented will be successful in the classroom is to make sure they are well-grounded in instructional and learning theory, thoughtfully implemented, and then reflected upon. And no theory is more capable of matching technology to learners than Gardner’s model” (McKenzie, 2002).

15. Intelligences and digital technologies • Verbal-Linguistic: Keyboarding, electronic mail, speech recognition devices, online chats, PDF files, word processing, desktop publishing • Logical-Mathematical: Spreadsheets, databases, graphing calculators, gophers, search engines, webquests • Spatial: Monitor, digital camera, digital camcorder, scanner, animation, timelines, digital drawing pads, concept mapping, charts and graphs, paint programs • Bodily-Kinesthetic: Mouse, joystick, claymation, video production, robotics • Musical: Speakers, CD-ROM disks, CD-ROM players, DVDs, music clips, interactive books with audio elements • Intrapersonal: Online forms, computer-based journaling, concept maps, multimedia portfolios • Interpersonal: Chat, message boards, instant messengers, chain writing, teleconferencing, e-mail projects • Naturalist: Floppy drive, file manager, semantic mapping tools, audio and video cameras, databases, spreadsheets Adapted from: (McKenzie, 2002, p. 30) and (Lamb, 2001).

16. Categories of Software • Tutorial – offers content, concepts, and skills with the opportunity for their application • Guided Practice – teaches application of specific skills with support, interaction, and feedback • Independent Practice – uses a specific skill to reach an identified goal • Assessment – evaluates student mastery of specified skills and concepts through appropriate tasks • Heuristic – requires problem-solving skills that provide more than one strategy to successfully complete the tasks • Productivity – uses writing, composing, organizing, sorting, calculating, drawing, painting, and publishing • Simulation – provides a vicarious experience for students through electronic means

17. Software by Intelligence • Tutorial: Logical-Mathematical, Verbal-Linguistic • Assessment: Logical-Mathematical, Verbal-Linguistic • Guided Practice: Logical-Mathematical, Verbal- Linguistic, Musical, Naturalist • Independent Practice: Logical-Mathematical, Verbal- Linguistic, Musical, Naturalist, Intrapersonal • Heuristic: Logical-Mathematical, Verbal-Linguistic, Musical, Naturalist, Intrapersonal, Interpersonal • Simulation: Logical-Mathematical, Verbal-Linguistic, Musical, Naturalist, Intrapersonal, Interpersonal, Spatial, Bodily-Kinesthetic • Productivity: Logical-Mathematical, Verbal-Linguistic, Musical, Naturalist, Intrapersonal, Interpersonal, Spatial, Bodily-Kinesthetic

18. Purpose of the Study • Collect and Analyze Data on High School Students • Explore Intellectual Plurality as it Relates to Technology Skills • Examine Differences Among the MI Domains of the Students When Compared with Their Technological Abilities

19. Significance of the Study • Research Suggests If the Academic Needs Are Not Met, Then Rate of Academic Success Decreases. • Useful Data For Increasing Student Technological Abilities

20. Research Methodology • Population and Sample • Instruments • Data Collection • Data Analysis

21. Findings Means and Standard Deviations Across Grade Levels

22. Means and Standard Deviations of Male and Female Students Scores

23. Means, Standard Deviations, and Correlations for Regression of Excel and PowerPoint performance score(N = 60)

24. Results of Regression of Multiple Intelligences on Excel and PowerPoint performance *p < .05; ** p < .001

25. Conclusions • Support Multiple Intelligences with technology. • Provide a learning environment that supports students’ Multiple Intelligences strengths. • Logical/Mathematical Intelligence tends to influence students’ Excel and PowerPoint performance. • Improve instructional strategies to accommodate various multiple intelligence strengths.