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Matching technologies with learning styles

Page history last edited by AudreyH 13 years, 10 months ago

 

Learning Styles

 

Student working on a computer.

There are many theories that address how people learn; these theories include Kolb’s Learning Style Inventory, the Dunn and Dunn Learning Model, Bloom’s Taxonomy, and Gardner’s Multiple Intelligences. Each theory approaches learning in a unique way, but one thing they all acknowledge is that all people learn in different ways. One of the most widely adopted learning theories in the field of education is Gardner’s Multiple Intelligences (Cuban, 2004). Gardner (2003) says that people learn through nine different intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and, his most recent addition, existentialist. According to his theory, every person is dominant in one or two categories, but still has some level of competency in every other intelligence (Gardner, 2003). For over two decades, educators have been creating instruction geared towards fulfilling the multiple intelligences of their students in a traditional classroom setting (Cuban, 2004). With the advancements in technology and the amount of resources made available to teachers today, teaching to different learning styles is evolving to fit the modern learner’s technological life.

 

 Gardner's Multiple Intelligences

 

Multiple Intelligences and Technology

 

Linguistic

Linguistic learners are excellent writers and speakers, and are often very expressive (McCoog, 2007). Have learners create podcasts, blogs, or wikis; or have students take part in online discussion boards (Johnson & Lamb, 2007; McCoog, 2007). Allow students to create a video where they can write a script or dialogue.

 

Logical-Mathematical

Logical learners like to solve problems, organize data, and work with tangible projects (McCoog, 2007). Create a project where students use the web to find answers and put together a solution to a problem (i.e. What is the fastest route from the capitol of one state to the capitol of another?). Have students use strategy games, problem solving software, spreadsheet programs, or graphic organizing software like Inspiration (Johnson & Lamb, 2007; McCoog, 2007).

 

Spatial

Spatial learners are visual, creative, and do well with interpretation and beauty (McCoog, 2007).  Creating photo albums, digital stories, or art in software programs like SketchUp Google are some projects that spatial learners would excel at. Using visual math games and software like Inspiration will help make harder concepts more concrete for visual learners (Johnson & Lamb, 2007; McCoog, 2007).

 

Musical

Musical learners are excellent listeners, and easily focus on rhythms and patterns. They express themselves best through auditory means (McCoog, 2007). These learners would benefit from podcasts by creating or listening to them. Have students create a video where they can add sounds or music to enhance the content. Allow students to work with programs that help them write or play music, such as music composing software (Johnson & Lamb, 2007; McCoog, 2007).

 

Bodily-Kinesthetic

Kinesthetic learners are very aware of their bodies and express themselves best through movement and physical manipulation of objects (McCoog, 2007). These learners would do well with simulation and role-playing games, virtual field trips, and video productions where they can act out content (Johnson & Lamb, 2007; McCoog, 2007). Provide learners with programs that allow them to have contact with a keyboard, mouse, joystick, or other device.

 

 Screen shot from a virtual field trip to the Smithonian National Museum of Natural History

 

Interpersonal

Interpersonal learners are very social and work well with others. They are aware of the feelings of others around them and do well as group leaders and motivators (McCoog, 2007). Provide opportunities for these learners to interact with others through discussion boards, collaborative wikis, and online surveying tools (Johnson & Lamb, 2007; McCoog, 2007). Have students create presentations to share with others like PowerPoint.

 

Intrapersonal

Intrapersonal learners are very self aware, self-motivated, and independent (McCoog, 2007). Allow these learners to blog, work on independent research, play single player instructional games, or use any software already mentioned independently (Johnson & Lamb, 2007; McCoog, 2007).

 

Naturalistic

Naturalistic learners like to make connections between content and the natural world (McCoog, 2007). Projects that allow these students to document change over time, find correlations between ideas, or map content on a map would be beneficial to these learners. Photo journals, blogs, wikis, Google Earth and graphic organizing software would be excellent technological resources for these learners (Johnson & Lamb, 2007).

 

Existentialist

Existentialist learners like to know the big picture of things, and enjoy analyzing why things work the way they do (McCoog, 2007). Tools such as email, chat, and discussion boards allow these students to pose questions and talk them through with others (Johnson & Lamb, 2007; McCoog, 2007). Web research, graphic organizing software, video production software, and presentation applications will allow these learners to study their questions and present their findings in interesting ways.

 

 

Conclusion

 

In the past few decades technology has changed the way people live their daily lives. Educational theory may always stay the same, but they way we approach it is ever evolving. Matching technologies to how people learn is important for educators who want to continue to successfully reach their students in a technological world.

 

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Learning Styles. 

Resources

 

Cuban, L. (2004, January). Assessing the 20-year impact of multiple intelligences on schooling. Teacher College Record,

     no1 (106), 140-6.

 

Gardner, H. (2003). Multiple intelligences after twenty years. Paper presented at the annual meeting of the American

     Educational Research Association. Chicago, IL.

 

Johnson, L., Lamb, A. (2007). Technology and multiple intelligences. Retrieved from http://eduscapes.com/tap/topic68.htm

 

McCoog, I. (2007). Integrating instruction: multiple intelligences and technology. The Clearing House, no1 (81)25-8.

 

Videos

 

"YouTube - Learning Styles ." YouTube - Broadcast Yourself. . N.p., n.d. Web. 13 May 2010.

     http://www.youtube.com/watch?v=Hlyx6JGc4Z4&feature=player 

 

Images

 

Durham, J. Timeliner Pics 002 [Photograph]. Retrieved May 1, 2010, from: http://morguefile.com/archive/display/540572

 

Walimu, Z. Gardner’s Multiple Intelligences [Graphic Organizer]. Retrieved May 1, 2010, from:

     http://wachumi.blogspot.com/2009/11/gardners-multiple-intelligneces-za.html

 

Ybarrondo, L. Panoramas [Screenshot]. Retrieved May 1, 2010, from: URL http://www.mnh.si.edu/panoramas/

 

 

 

 

 

 

 

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Comments (2)

Alan bautista said

at 7:34 am on May 5, 2010

This wiki was very informative, and the images coincide with the topic at hand. When reading, I found no grammatical errors and proper use of APA format is evident. Great job!

AudreyH said

at 3:02 pm on May 8, 2010

Thanks Alan!

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