In this section:
Multiple Intelligences and Computers
The Internet and Distance Learning
As educators we are familiar with the idea that different people learn in different ways. Research has shown that each learner has a preferred method of processing information, and that preference is referred to as that individual's "learning style". There are a number of theories about types of learning styles, and a variety of learning style inventories that can identify an individual's preferred style. As an example, one theory divides learners into four groups: those who like to be active and learn by doing, those who prefer more theoretical approaches, those who crave for practical learning experiences, and those who need private space to reflect on their learning (Zepke, 1997). Many people think of Howard Gardner's theory of Multiple Intelligences when they first hear the term "learning styles". Gardner says that people acquire knowledge in seven different ways, and that they have competencies in each of the seven intelligences but are dominant in one. It is argued that our educational system traditionally addresses the first three intelligences: Linguistic, Logical-Mathematical, and Interpersonal. Many of our students are dominant in the other four: Spatial, Musical, Bodily-Kinesthetic, and Interpersonal (Davis, 1991).
It doesn't really matter which theory of learning styles you believe in. The important idea to grasp is that all people learn in different ways, and we need to take that into account when designing lessons. It has been shown that teachers have different teaching styles, and their individual style tends to be closely related to the way in which they learn best. There is not one teaching method that will work for all learners. Since all learners are different, we must provide a variety of teaching methods to better match the variety of learning styles that students bring to the classroom. In an article called, "Bucknell's Electronic Classroom: Exploring Tomorrow's Education Today," Brian Hoyt from Bucknell University describes that there are serious consequences when student learning styles and teaching styles do not match. They include situations in which students that don't understand what is being taught and professors that are frustrated with low test scores, unresponsive or hostile classes, poor attendance and drop outs.
Many schools are addressing this issue by offering professional development and teacher inservices which train teachers to recognize that there are different learning styles, use instruments to identify various learning styles, and design lessons that use variable approaches to learning keeping varied learning styles in mind.
We hear many claims that by using technology in schools students will become more motivated, actively engaged in their learning, better problem solvers and obtain critical thinking skills. Sometimes it almost sounds as if all our educational problems will be solved by incorporating technology into our schools. We must consider, does technology really help students learn, and does it meet the needs of varied student learning styles?
There is not a lot of research in this area, since computers are entering schools more rapidly than research can be done. Incorporating computers into the classroom has in many ways changed the structure of teaching and learning. Teachers become facilitators to students obtaining information, rather than the source of all knowledge. Students become actively involved in their learning. In many ways, the lessons designed to incorporate technology do meet the needs of various learning styles. We will explore how the variety of applications of technology based learning are successful in detail below. As educators that are interested in the use of computers in schools, we should consider the ways that technology can help all students learn. It is important to remember that just as we need to vary traditional teachning methods to consider the needs of all students, we must also vary the way in which the computer is used. So for example, if the only way a computer is used in a class is as a word processor, only a portion of the students are learning in the way that they learn best. Also, we should keep in mind that in some cases a technology based lesson may not be the most appropriate method of teaching.
"Computers can be a valuable and vital tool when combined with Gardner's Seven Multiple Intelligences to enable educators to reach students with a variety of learning styles." (Davis, 1991)
There are a variety of ways that each of the Multiple Intelligences can be trained and supported by the use of computers:
Multimedia applications combine video, sound, text, animation and graphics. In cases where multimedia is used learning becomes an active process involving students and teachers and students can use the technology to learn and communicate their understanding of a subject (Townsend, 1992). When creating multimedia reports, students must use all learning modes to gather the necessary information. In their article, Frank and Catherine Townsend identify six benefits of using multimedia based lessons to meet learning needs:
Hypermedia is the storage and retrieval of information in a nonsequential matter as opposed to the traditional linear pattern. Users determine the direction of flow by navigating through the information as they intuitively desire by using links. Hypermedia links various forms of media, including text, graphics, video, animation and sound. This can be beneficial to students of different learning styles because they can explore in a direction and speed that is comfortable to them. They can use the sensory stimuli that best enhances their learning. So for example, a student can link to a sound clip to hear a story being read or may choose to read it on the screen. Some students will prefer to follow a linear progression, while others may explore the information by leaping from one path to another while synthesizing the various concepts being presented.
The Internet, like multimedia and hypermedia provides students with information in text, graphics, video, animation, and sound formats. It also uses hypertext links, so that people can navigate through information in a path that they desire. Another benefit of the Internet is that it provides access to an endless amount of information, so a student is more likely to be able to find something meaningful to them. The Internet can bring far away places and people around the world "closer". Some learners require an understanding of the meaning and importance of a lesson to help them learn. The Internet makes lessons meaninful by allowing access to current news, real data and information relevant to all content areas.
The Internet also enables learners to complete courses online at a distance. Some students may find that the traditional classroom setting is not suitable to their learning style, or more commonly due to time and distance constraints can not physically be in a classroom. For these people, distance learning provides them the opportunity to take courses. In an article called, "Virtual Classroom: Holy Grail or Tin Can?" by Nick Zepke, the head of educational development at Wellington Polytechnic University in New Zealand, he describes how traditional classrooms and many virtual classrooms do not meet the needs of various learning styles. He describes "asynchronous programs" designed on the Internet allow learners to learn at different times. Virtual classrooms are inflexible, requiring students to stay with a prescribed time table. In asynchronous programs learners can work on their own time schedule and design their own learning strategies. They can match learning to their learning style. "Activists can seek out problems to solve, reflectors can take time out and meditate, theorists can absorb information, while practical learners can try out theory in the real world. Teachers can prepare activities with these varied learner types in mind." E-mail and message boards allow communication among students or between students and professors. This system of communication is less formal and more flexible than in traditional classrooms. If you are interested in looking at an example of an online course of asynchronous design visit Wellington Polytechnic Online Campus Website and look at a prototype course called Teaching Techniques for Adult Learning.
The concept of learning styles reminds us that we all learn in different ways. As educators, we need to try to best meet the needs of our students by providing a variety of lessons using various teaching methods. Technology and computers easily combine various media formats and can provide a variety of different learning opportunities. So by nature, technology based lessons lend themselves to teaching students of various learning styles. When designing lessons that incorporate technology we need to be sure to use various techniques and keep the needs of all learners in mind, as we try to do in lessons that do not use technology.
Davis, Russel. (1991). Learning How To Learn: Technology, the Seven Multiple Intelligences and Learning. California: ERIC Clearinghouse (ERIC Document Reproduction Service No. ED 338214)
Hoyt, Bryan. (1995). Bucknell's Electronic Classroom: Exploring Tomorrow's Education Today [online]. http://www.eg.bucknell.edu/bu_eng/Spring95.html
Mizell, Al P. & Lever, Judy C. (1990). Accomodating Learning Styles Through Multimedia. Florida: ERIC Clearinghouse (ERIC Document Reproduction Service No. ED 372745)
Townsend, Frank and Townsend, Catherine. (1992) Meeting Learning Needs Through Multimedia. South Carolina: ERIC Clearinghouse (ERIC Document Reproduction Service No. ED 352969)
Zepke, Nick. (1997, October 28). Virtual Classroom: Holy Grail or Tin Can? New Zealand Infotech Weekly.
Page author: Dara Rosen
Research Report for EdTec 596: Technologies for Decision Makers
Instructor: Donn Ritchie
Last updated: December 4, 1997