Gardner's multiple intelligence theory is where each person learns differently using different intelligences. The intelligences include: linguistic, musical, logical-matematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Each person has a part of each intelligence but some are stronger than others. Bloom's taxonomy says that there are three different types of learning. The first one is cognitive which deals with a person's mind and mental skills. Next is affective learning which deals with the growth of a person's feelings and emotions. Last there is psychomotor learning which deals with a person's physical skills.
Dale's Cone of Experience is a theory based on how people learn and how much they remember. At the base of the cone is demonstrating. If a person does a presentation or model a real experience then they will remember 90% of what they do. At the top of the cone is reading. If a person reads then they remember 10% of what they read. If they remember what they do then the learning outcomes are analyze, design, create, and evaluate. If a person remembers what they read the learning outcomes are define, list, describe, and explain.
In Dale's Cone of experience the support for technology integration in the early elementary classroom is supported. It is supported because Dale talks a lot about hands on activities and how much children can learn with hands on experiences. Children will also remember more from a hands on experience rather than just reading something. Technology allows children to do a lot of hands on experiences. Children can easily benefit and remember more from technology and hands on experiences. Children cannot learn everything from technology though and still need to be able to read even though Dale only says they remember 10%. A lot of Dale's theory mentions presentations and demonstrations by people. It seems that it is not really including technology even though a child could use powerpoint for a presentation.
Bloom's taxonomy supports and detracts technology integration in the early elementary classroom. Bloom supports it because one of the types of learning is cognitive. Cognitive includes the development of intellectual skills. When children use technology, it allows them to learn more and stay up to date with the world. There are so many educational games that children can use their cognitive skills and use technology at the same time. Bloom's taxonomy detracts technology integration because the other two learning types are affective and psychomotor. It would be harder to integrate the affective type because this type is deaing with emotions. It is easier to learn emotions by working and being around other people. Psychomotor deals with physical movement and coordination. Even though, using technology can help with a child's coordination and small motor skills, it is hard to develop more of the physical skills like large motor skills and full body movement.
Gardner's mulitple intelligences supports and detracts technology integration in the early elementary classroom, too. When using technology in the classroom children can easily use all the intelligences in some way. When I look at Gardner's intelligences there is not one intelligence that says technology can easily be placed into this theory.
All three theories can relate to all three types of technology. All three theories can relate to Type I because in some way the theories could use technology and the teacher would be the integrating the technology. When a teacher includes technology then the teacher is becoming a better teacher just like technology in Type I. In Type II, the students take control from the teacher and there is an emphasis on instruction with the program. In all three theories, children are the ones that are in control of their learning. The way they learn and their experience affects their outcome, but they are still always receiving some form of instruction from the teacher. All three theories need more work with Type III because it is about using technology as a tool. Type III is all about looking at the teacher, student, and instruction as a whole. These theories do not really focus on using technology as a tool.
Websites:
http://teacherworld.com/potdale.html
http://www.tecweb.org/eddevel/edtech/blooms.html
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
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4 comments:
I agree with you that technology is extremely important regarding Dale's cone of experience. Children learn much better from doing things as opposed to reading something. Technology today makes it possible to do many hands on activities.
You make some really good points, but I do have to ask do you think that Gardner's theory detracts from using technology in the classroom? I mean in using a computer students are using their visual/spatial, kinesthetic and intrapersonal intelligences. They may not be able to use all of them at once, but does that detract from Gardner's theory supporting technology in the classroom?
I think you did a really good job on relating the three theories to the three different types of technologies, but I think that Dale's Cone of Experience is a good example of type III technology because basically all of levels of experience tools for teaching and learning. Overall, you did a really good job of thinking throughly about each of the topics and appears to have put a lot of effort and thought into your blog. Good job!
I think that you make some really interstesting points because it is true that children learn much better by doing things, anything at a young age. Children learn best by experience, so by incorporating technology in the educational system, we are helping children develop there careers and experiences at a much younger age so they feel comfortable using technology when they are older.
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