Blog #2

Gardner’s name has come up in many of my classes that I have taken at BGSU. I am very familiar with his theories and what he believes. Gardner believes that learning is shaped by eight different intelligences. The eight intelligences are linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. These eight different intelligences should be used throughout classrooms in order to help children learn in various types of ways. On the other hand, technology is rarely used when using the eight different intelligences. If you read over the eight intelligences there is no mention of any type of technology. Gardner feels that IQ tests cannot judge all students capability to learn.
His theory is based on doing group work on various multimedia products and separating students into groups based on their type of intelligence. Gardner’s theory relates to type I technology. Type I technology is teacher technology. This means it is and extension of the teacher and software supports objectives. This means a teacher can add computer programs or any type of technology that deals with the student’s type of intelligence. Overall, I feel that all three types of technology can be used depending on the type of technology being used throughout the classroom.
Benjamin Blooms technology mostly deals with taxonomy. Bloom has six levels of thinking skills, they are: knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels are arranged from lowest to highest. Bloom’s three domains of educational activities are cognitive, affective, and psychomotor. By having the six levels arranged it shows students what is most important when it comes to learning and what is least important.
I feel the third type of technology is being used in Bloom’s technology. The third type deals with creating the integrated system. In this type of technology computers are used as a tool to solve problems. Once a child reaches the final stage of Bloom’s stages, they can move onto using technology. When using technology they are able to use computers in order to find more in-depth information and work out problems.
Edgar Dales came up with something called the cone of experience. In this cone it lists ten different tasks. The cone also has two columns that list what people remember and learning outcomes. For example, it says that 30% of people remember what they see and the learning outcome is that 30% of people demonstrate applied practice. As you move to the bottom of the cone it lists things that are real and happen in everyday life. On the other hand, as you move up the cone fewer senses are being used. The more sensory canals available when interacting with a resource, the better the possibility that students can learn from it.
Overall, this theory relates to types I, II, and III technology depending on how you use it. Furthermore, I feel that type two technology works the best. Type II technology is when application supports learning activities. For example, a teacher can use a computer application in order to help a child remember information that they are learning in the classroom. In type II technology you are using the computer as a tool. This is when you and the computer work together in order to get something accomplished.