Buku

Multiple Intelligences and Instructional Technology

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This second edition of Multiple lntclligences and Instructional Technology offers additional
insights into the relationship between human intelligence. technology. and effective instruc-tion. The title and subject matter derive, of course, from Dr. Howard Gardner's well-known
theory of multiple intelligences (MI), first advanced more than 20 years ago and considerably
elaborated and modified by Gardner and other researchers in the years since. Gardner's
theory holds that each of the separate intelligences is a viable, distinct pathway to learning.
They are -ways of knowing" that can operate independently and yet act in concert with even
greater power. These intelligences are not to be confused with talents, gifts, aptitudes. or
learning styles. Talents, gifts. and aptitudes connote abilities that are above and beyond the
realm of simple human understanding, such as the ability to play a musical instrument well
or set new records in athletic competitions. Learning styles, meanwhile, are fixed modes of
understanding that a learner uses regardless of the instructional context. Intelligences are
more than either of these. They are legitimate conduits of cognition that can be fiexibly
applied across the curriculum in varied contexts by all learners.
Although we each have all the intelligences, they are distributed uniquely in every one of us.
Because of this, there is a tendency to want to label learners by specific intelligences. Gardner
is adamantly opposed to this. He sees his theory as a way to empower learners. not to diag-nose deficits and prescribe remediation. Therefore. we should avoid discussing -types" of
learners and any suggestion that there are surefire methods of instruction or implements of
technology that accommodate specific learner strengths. Analyzing an existing lesson plan or
unit by intelligences is one thing, but once that analysis is done, we need to rebuild the
instruction holistically and replace it in its curricular context before delivering it to students.
The teachers I meet around the country are generally very excited about the curricular possi-bilities of M I theory and instructional technology—and they are also full of questions. Many
indicate that they are already familiar with the theory and are ready to learn ways to imple-
ment it systematically in the classroorn. The aim of this book is to help teachers dig deeper
and realize the implications of Gardner's theory for diversifying their teaching practices in
the classroorn. There remains a huge void between Gardner's vision and its successful
implementation in instruction. It is my hope that this second edition will continue to help
bridge this gap by offering concrete strategies for using M I theory and technology in the
classroorn. I hope you will be empowered by the ideas presented herein, and that you will
in turn empower your students as lifelong learners!

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

153.9 MCK m

Penerbit

Washington : International Society for Technology in Education., 2005

Deskripsi Fisik

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Bahasa

English

ISBN/ISSN

978-1-56484-188-9

Klasifikasi

153.9 MCK m

Tipe Isi

unspecified

Tipe Media

unspecified

Tipe Pembawa

unspecified

Edisi

2nd Edition

Subjek

Methodology
Technology
intelligence

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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