Dani Davis

Reflective Paper 6

EdTech 646

July 11, 2004

USING MULTIMEDIA AND OTHER COMPUTER TECHNOLOGY TO ADDRESS GARDNERS MULTIPULE INTELLIGENCES WITHIN MY TEACHING PRACTICES

In order to accommodate my students’ various special needs, I teach in an eclectic manner. The theory, which most often influences my teaching style, is Howard Gardner’s cognitive learning theory of multiple intelligences.

Teachers must be willing to alter their lesson plans from traditionally teaching only to the logical and linguistic intelligences, to incorporating activities tailored to reaching all of Gardner’s cited intelligences. As Carlson-Pickering stated, “If knowledge comes to us through a modality of interest to us, we will more likely feel that it is important. Additionally, we are most motivated to learn when we are involved in activities for which we possess some talent. Thus, if a teacher presents material through a variety of intelligences, the more likely he will reach a greater number of students. Through these actions, students will be more likely to learn, remember, and apply those experiences, thus creating positive emotional connections. Passive educational experiences alone tend to enervate and have little lasting impact.” Since the main goal of education is to have a “lasting impact,” teachers must use a large variety of resource to capture the interests and talents of all students.

My objective as a teacher of individuals with visual and physical impairments is to create a diverse learning environment, where every student has the ability to reach his or her fullest potential. The use of multimedia software in my classroom assists me in addressing these multiple intelligences, by using auditory, as well as visual stimuli to teach concepts that help in preparing my students for life in the real world, by giving them yet another avenue their which they can achieve their goals.

In his book Multiple Intelligences The Theory in Practice, Gardener states it best when he remarks, “In my own view nothing is more important in a student’s career than the encountering of a discipline or craft that fits a particular blend of intelligences (1993). Although my students have learning difficulties, many of them plan to enter the workforce, in one capacity or another, as their teacher, it is my job to help these students to discover their individual “intelligences.” Regardless of individual limitations, all persons can make a worthwhile contribution to the world.

As a classroom teacher of students who undoubtedly learn best through different means than their non-disabled peers, it is important for me to use any means necessary in order to ensure my students’ growth in learning. What better way to do this than to incorporate multimedia software into my classroom environment. As Veenema and Gardner state in the article, Multimedia and Multiple Intelligences, “If individuals do differ from one another and if we want to reach as many of them as possible, it makes little sense to treat everyone in a one-size-fits-all manner. Rather, we need to understand the specific minds involved in an educational e 0.ncounter; and insofar as possible, we should base our education, including choices of technology, on that knowledge.” Multimedia software allows teachers to reach a wide range of students because it is capable of providing video, audio, kinesthetic and musical input to student. It also gives students the ability to have design control over their project, which addresses the interpersonal intelligence. This is particularly beneficial for my students because they often have very little control over what happens to them or their bodies.

I have not earned my Masters degree yet, but I already address the multiple intelligences, by incorporating multimedia and other computer technology into the classroom, as an integral part of the daily routine. Several of my students have physical disabilities that prohibit them from writing. Also, many of my students use adaptive tape recorders, closed circuit televisions, and screen enlargement software in order to complete their assignments. Multimedia software allow my students to quickly type out an outline for a report and then give an oral presentation, as apposed to attempting to compiling a handwritten report. Currently, I have knowledge of the multimedia technology in my classroom, but I wish to expand my expertise. It is my desire to be trained in all of the technology that will provide them with alternative means, by which they can achieve success.

Personally, I not only find multimedia to be a useful teacher tool in my classroom, but may other computer based applications as well. I sometimes present my lessons using Microsoft PowerPoint. Since I am unable to write and I also type very slowly I use Dragon Dictate Naturally speaking to prepare assignments for my class. I also use the Mapper database program to take my daily attendance. Although I do not currently teach any Braille readers, I have used Duxbury Braille translation software in the past, as well as Zoom Text screen enlargement software. All of these multimedia technologies are designed to allow students to use alternate intelligences, in order to accommodate for students’ different disabilities.

I am also a big proponent of hands-on group leaning activities, because this approach to teaching gives my students a concrete example of otherwise abstract concepts. My students participate in many hands-on activities throughout the day. This too helps them to compensate for their disabilities. Multimedia technology is another means of engaging students in an interactive education, making them active rather than passive learners. Teaching students who have disabilities to use multimedia technology in the classroom, allows them to gain an understanding of the world around them. This understanding is one that the students may not otherwise have had. Therefore, hands-on, cooperative grouping activities, involving multimedia technology are one of the best ways to stimulate an interest in learning for this particular group of students.

In order to present an effective lesson plan, I follow the steps listed in the textbook Consultation Collaboration and Teamwork: For Students with Special Needs, by Dettmer Dyck, and Thurston (1996). The steps are stated as follows:

1. “Gain the learners’ attention. Use verbal prompts such as “look here” and “listen.” Maintain 90 percent task engagement during teacher-directed activities.

2. Review relevant past learning. Teacher review or correcting homework is recommended.

3. Communicate the goal of the lesson. Tell what is being learned and why it is important. Keep the goal statement brief.

4. Model the skill to be learned. Proceed in small steps that are not too difficult and give explicit verbal directions. Exaggerate steps to call attention to the critical features.

5. Prompt for correct response. Let students practice with many correct responses. Continue until very high levels of proficiency are demonstrated. The teacher should do each step as the students are doing it, providing modeling and verbal prompts.

6. Check for skill mastery. Students perform the behavior under teacher supervision without prompting. The teacher provides ---feedback after every trial and watches for many successful repetitions.

7. Close the lesson. Review the skill, discuss what will be in the next lesson, or introduce independent work.”

This method of lesson presentation is synonymous with R. Gage (1972) nine “event of instruction” as listed in Instruction Design, by Ragan and Smith (1999). These nine steps are:

1. “Getting attention.

2. Informing the learner of the objective.

3. Stimulating recall of prerequisite learning.

4. Presenting stimulus materials.

5. Providing learning guidance.

6. Eliciting performance.

7. Providing Feedback.

8. Assessing performance.

9. Enhancing retention and transfer.”

As children are growing up, it is always a struggle to be accepted by one's peers, especially when you are a child who has been afflicted with a disability. However, I know from personal experience, that these struggles can be overcome. In my classroom, I provide my students with interactive activities that will encourage them to talk with their peers, thereby fostering the development of friendships. More exposure to multimedia technology will serve to give my students freedom to communicate with others, thereby utilizing multiple intelligences, to assist in developing more meaning full relationships with peers.

For many of the students whom I service, the general education classroom is the least restrictive environment (LRE). However, in order to be successful in this LRE, certain accommodation and adaptations may need to be made by the classroom teacher. I am there to assist the teachers to make these necessary accommodations, as well as to assist students who are enrolled in these classes to participate to the fullest possible extent.

Since I myself was mainstreamed into the regular education classroom for the entire day, I feel that I understand, and can best help this particular group of students succeed. My primary goal in teaching my students is, to provide support and encouragement to them. What better way to do this than to provide them with all of the computer technology and tools that they need to become independent, self-sufficient adults? Secondly, I work collaboratively with the general education teachers, by helping them adapt their lesson plans to accommodate the unique needs of my students. In many cases, this entails providing teachers with the adaptive equipment my student need in order to successfully complete the course work. This collaboration is crucial, if my students are to be successful upon entering into the real world.

Lastly, I want to be a role model for my students. I want to inspire them to never give the up, no matter how impossible the circumstances may seem. Watching students whom I have taught succeed, has helped to inspire me to keep going, even when I feel defeated by my own limitations. I want to demonstrate to my students that, although they have a disability, they too can be contributing members of society.

References

Shirley Veenema and Howard Gardner, "Multimedia and Multiple Intelligences," The American Prospect vol. 7 no. 29, November 1, 1996 - December 1, 1996. http://www.prospect.org/print/V7/29/veenema-s.html.

Carlson-Pickering, J (1999). MI & Technology: A Winning Combination. http://www.ri.net/RITTI_Fellows/Carlson-Pickering/MI_Tech.htm.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. BasicBooks: Harper CollinsPublishers, Inc.

Dettmer, P. A., Dyck, N. J., & Thurston, L. P. (1996). Consultation Collaboration and Teamwork: For Students with Special Needs. (Second ed.). Needham Heights, MA: Allyn & Bacon.

Ragan, T. J. & Smith, P. L. (1999). Instruction Design. (Second ed.). New York, NY: John Wiley & Sons.