SCHOOL OF EDUCATION AND HUMANITIES [TECHNOLOGY IN EDUCATION] [DISCUSSION 1: LEARNING THEORY & DIGITAL TECHNOLOGY APPLICATION] PREPARED FOR: [MADAM FARAH DAMIA HAJI NASIR] PREPARED BY: [VADIVELAN A/L TANNIMALAI] [B201161040] [NURUL ZAHIRAH BINTI ZULKIFLI] [B201161111]
Table of Contents 1.0 Introduction of Multiple Intelligence Theories ..................................................................1 2.0 Implementation of Digital Technology in Theories ............................................................2 3.0 Example and Features of Digital Application Support Students Learning ......................3-5 4.0 Advantages of Digital Application .....................................................................................6 5.0 Conslucion ..........................................................................................................................7 6.0 References ...........................................................................................................................8
1.0 Introduction of Multiple Intelligence Theories The theory of multiple intelligences was first proposed by Howard Gardner in his 1983 book “Frames of Mind”, where he broadens the definition of intelligence and outlines several distinct types of intellectual competencies. Gardner developed a series of eight inclusion criteria while evaluating each "candidate” intelligence that was based on a variety of scientific disciplines.A Theory outlining the various information-gathering and retention strategies used by teachers for students. In addition to the use of words, numbers, visuals, and music, these multiple intelligences also emphasise the value of social relationships, introspection, physical exercise, and being in tune with nature. According to the theory, teachers can modify their teaching methods and advise students on specific career options if they are aware of the type(s) of intelligence they may possess. Figure 1.0: Theory of Multiple Intelligences
2.0 Implementation of Digital Technology in Theories With the implementation of new instructional strategies, teachers should not simply rely on the textbook. It becomes their main priority now to design instructional materials that take into account students’ multiple intelligences. These materials will accommodate students differing needs and abilities, resulting in fuller realisation of their capabilities and potential, and allow students to take greater responsibility for managing and directing their own learning. To ensure that all materials are fit to be used teachers should refer to conceptual selection and evaluation guidelines for teaching and learning materials that cover five main criteria namely instruction adequacy, technical adequacy, curriculum adequacy, cost effectiveness, and cosmetic adequacy (Ministry of Education, 1997). Furthermore, teachers should consider diverse individual student intelligence profiles in designing and recommending instructional methods and technology for the whole class (Armstrong, 2000; Ministry of Education, 1997). For example, for students who are strong in verbal linguistic, teachers could design a lesson that incorporates creative writing and ask them to produce a brochure using a desktop publishing programme. However, conventional media, commonly used in today’s educational settings, can still feature in the lesson (Ministry of Education, 1997). Basically, it is classified into three main categories namely printed media, 3D objects, and audio-visual media. On the other hand, there is no harm if teachers want to use conventional media in an integrated manner with technology as long as it will help teachers achieve their learning outcome. Integrating technology into classroom instruction seeks the teachers to acquire teaching and learning materials from a wide range of sources, and will no longer be limited by resources within schools. In addition to libraries, businesses, homes, government departments, other sources of teaching and learning materials include edunet, internet and classified printed directories (Ministry of Education, 1997). In this case, teachers can surf the internet to get teaching and learning materials and adapt or adopt it to match it with their learning outcome and their students’ differing needs and abilities.
3.0 Examples of The Digital Application in Mutliple Intelligence Theories • Verbal-Linguistic Intelligence Verbal-linguistic intelligence refers to the use of oral or written language to store, process and transmit information. In the educational setting, this type of content is developed through written and oral explanations and descriptions. Highlighted keywords, sidebar definitions and audio recordings are also used to delineate this type of information. The technology tools that can be used to enhance verbal-linguistic intelligence in learning include storytelling apps, which offer narratives, scenarios and discussions for younger learners. Older learners benefit from blogging about a particular topic. The group discussions, feedback, notes and highlighting of crucial points also helps this learning style. Online resources with relevant subject matter can be utilized by instructors in order to cater to this type of intelligence. Smart Tales - STEM learning Application Smart Tales is a digital storytelling app full of interactive and animated stories that teach STEM subjects through narratives. Every two or three pages of the story you will find an interactive game designed to develop specific skills: logic, memory, visual attention and calculation. The app has over 70 stories and 600 animated pages with 400 challenging educational games. Figure 3.0: Smart Tales - STEM learning Application
• Logical-Mathematical Intelligence The logical-mathematical intelligence is the ability to solve abstract problems, make mental calculations and develop equations and proofs. This intelligence is often used on tangible and question-based projects such as when a teacher presents a problem and provides the resources needed to solve it. The technology tools used in logical-mathematical intelligence include spreadsheets, databases, online survey tools for gathering and analyzing data, and even online tools and apps that create digital or printable timelines.A Google Drive and the associated applications are examples of a whole range of resources available for collecting data in online forms, creating spreadsheets,A building charts or graphs and analyzing the results. DoodleMaths DoodleMaths is a maths programme that supports maths learning in homes and schools. It identifies children’s weaker areas in learning and adapts a programme to that child. Designed and optimised for mobile and tablet, DoodleMaths is perfect for learning on-the-go and as a support for homework. It is used both to raise attainment with lower attaining pupils and extend the more able, regardless of special educational needs or language barriers. Its in-built intelligence identifies the strengths and weaknesses unique to each child and constructs a work program specific to their needs. Figure 3.1: DoodleMaths
• Musical Intelligence Musical intelligence is the use of music and rhythm to learn. This intelligence enables learners to produce and understand the meaning of different types of sounds. In the classroom, crosscurricular projects can incorporate music, such as making a melody to go with a written poem or story. There are powerful online tools for creating and collaborating and inexpensive apps like GarageBand that allow learners to record and edit audio files. Music has never been more readily available for listening and analysis, thanks to popular streaming platforms like SoundCloud and Pandaro, with some apps also providing comment areas or forums for discussing musical clips. SoundCloud SoundCloud is an audio recording and sharing platform with huge potential for us in education. SoundCloud offers a wide variety of features ideal for use with students in class. The purpose of today's post is to help to learn more about how this music website. There are various ways to use SoundCloud in class. Language practice. SoundCloud can be used to help students practice key language learning areas including pronunciation, vocabulary, and grammar. For instance, students can record themselves speaking the target language and share with teachers or peers for feedback Figure 3.3: SoundCloud Apps
4.0 Advantages of Digital Application • Creates a More Engaged Environment Technology helps to encourage active participation in the classroom. Using devices like a computer, tablet, or other type of technology in the classroom can help turn traditionally dull subjects into interactive and fun activities. The students will more engaged in the classroom. • Incorporates Different Learning Styles Each child in the classroom is different, and it can be challenging to adjust the learning plan to fit every student. Fortunately, technology in education can help to modify the lessons.By implementing technology in the classroom can helps to cover different styles students. • Improves Collaboration Teachers have observed an increased frequency of students helping each other when they’re using technology in the classroom. Many technology-based tasks involve other aspects, and this leads to situations where students need to seek help from their peers or the teacher. Additionally, when students are assigned to small groups, the students who are more technologically advanced can assist their inexperienced peers. • Prepares Children for the Future Students that using technology in the classroom would help to prepare them for the digital future. By teaching students’computer skills, can help set students up for success. Introducing instructional technology in the classroom at a young age can help prepare students for future digital demands.
5.0 Conclusion Implementing digital literacy can make the students understand the material well. It is caused the learning content is customized with the students' intelligence. As teachers continue to use technology the number of possible resources for all teachers will increase. This is a very exciting time in education and while there are difficulties in changing any system the potential gains are much more important. The key to success is simply continuing to grow in the uses of technology in the classroom; because the more work with technology in classrooms the more proficient will become.
6.0 References Banister, S., & Vannatta, R. (2006). Beginning with a baseline: Insuring productive technology integration in teacher education. Journal of Technology and Teacher Education, 14(1), 209- 235. Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental Scenery. Journal of Technology and Teacher Education, 16(2), 233-263. (2022). Education App Store. https://www.educationalappstore.com/blog/10-best-maths-apps/ (2022). Education App Store. ViewSonic. https://www.viewsonic.com/library/education/5- benefits-of-technology-in-the-classroom/ (2016). Using of Technology in Multiple Intelligence. Kognity. https://kognity.com/resources/learning-styles-technology/. Tajularipin, S., & Suriati, S. (2011). Integrating Multiple Intelligences and Technology into Classroom Instruction to Transform Instructional Practice in Malaysia. Article. https://doi.org/10.4304/jltr.2.5.1146-1155