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Pamela L. Jimison Liberty University

The Effectiveness of Technology to Enhance Gardner’s Theory of Multiple Intelligence in Elementary Science Classrooms. Pamela L. Jimison Liberty University. Abstract.

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Pamela L. Jimison Liberty University

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  1. The Effectiveness of Technology to Enhance Gardner’s Theory of Multiple Intelligence in Elementary Science Classrooms Pamela L. Jimison Liberty University

  2. Abstract Teachers must try to differentiate instruction to meet the needs of a student’s intelligence. Technology is one tool to use for differentiation.

  3. Purpose… …to determine the effectiveness of technology to enhance Gardner’s theory of multiple intelligences in the elementary science classroom.

  4. Question & Hypothesis • Does technology-enhanced multiple intelligence differentiated instruction improve student achievement in the elementary science classroom? • Students in the experimental classroom (technology) will have higher scores in the final assessment than those in the control group. • Research Question: • My Hypothesis:

  5. What is MIT? I am Howard Gardner. In 1983 I introduced the theory of multiple intelligences. Everyone has each intelligence to some extent but some intelligences are stronger than others. The intelligences are: Linguistic, mathematical, spatial, kinesthetic, musical, intrapersonal, interpersonal, and naturalistic. Psalm 139: You are wonderfully made! (McCoog, 2007)

  6. What is knowledge? According to Adams (2004) knowledge can be defined as what we know or believe to exist. The ways of knowing are how we internalize knowledge (Adams, 2004). and I have filled him with the Spirit of God, with wisdom, with understanding, with knowledge and with all kinds of skills—Exodus 31:3

  7. What is intelligence? Intelligence is the ability to solve problems, or fashion products, that are valued in one or more cultural or community settings. (Gardner, 1983)

  8. Dependent Variable? Student test scores! (What do I observe?) Controlled Variable? Pretest and post-test

  9. Independent Variable? Type of instruction ~ teacher or technology? Students with technology-enhanced instruction will score higher on the posttest than those in a traditional classroom.

  10. Literature Review - Summary (Gooch, 2011)

  11. Students started out as self-defeated and angry. The school utilized servant leadership and technology. • Students became proud, self-directed learners. Literature Review Grandfather Academy (Herman, 2008)

  12. Inclusion school for MIT • Students modified artists’ pictures in paint, wrote poems, created multimedia projects • Students far exceeded the mastery of content required. Literature Review Hemenway School Boston, Massachusetts (Lach, Little, & Nazzaro, 2003)

  13. Quantitative and qualitative study on use of blogs. It revealed that technology was engaging and interactive. • Quantitative study on MIT in computer classes ~ students scored high with technology than traditional classroom teaching. Literature Review (Kalelioglu, 2010) 2 Turkish Studies (Ozdener, 2004)

  14. Significant Themes from Literature Reviews: Technology is one tool that can tap into the varying intelligences and allow the educator to better meet the needs of students. In the elementary science classroom, technology can be used to enhance the learning community and engage learners. It allows the teacher to supplement strengths and improve weaknesses.

  15. My Research DesignProposal Experimental Research Using Quantitative Methods

  16. Sampling • Students grades 4-6 • Randomly assigned to experimental or control group • Time period: one semester • Science class

  17. Methods of data collection Administer Multiple Intelligence Fields Observation Form Student Version to determine predominant intelligences Administer a 75 question pretest to both groups Observation Notes Administer the same 75 question post-test to both groups

  18. Data Analysis Procedures • The groups pretest averages will be compared using a t-test to determine significant difference • Use statistical analysis Mann Whitney U Test • P>.05

  19. Data Analysis Procedures • The groups post-test averages will be compared using a t-test to determine significant difference • Use statistical analysis Mann Whitney U Test • P>.05 • Compare the post-test results for a meaningful difference

  20. Ethics and Human Relations Teachers shall apply for the study and give their consent. Students and parents will sign informed consent. There will be no bias for race, gender, or religion. The teacher shall make sure there is no harm or discomfort to students in the study. http://www.aglbical.org/ethics1.jpg

  21. Ethics and Human Relations Research agenda will be disclosed to involved school administration, teachers, and parents of students in the study. The researcher shall exhibit integrity. http://popularconduct.com/wp-content/uploads/2010/06/ethics-sign.jpg

  22. Proposed Timeline March - April  Create web site, online application form April - May  Teachers apply, assess applications, visit schools June Consent forms to administration / teachers July-August Parent consent forms, teacher meetings September  MIT Test, pretest, analysis September - Jan Student classes, observations FebruaryPost-test, analysis March - finish  Analysis, reports, web site, thank participants

  23. References Adams, N. B. (2004). Digital intelligence fostered by technology. Journal Of Technology Studies, 30(2), 93-97. Gall, J., Gall, M., & Borg, W. (2010). Experimental Research. In Applying Educational Research.  (6th ed.). (pp. 292-317).  United States of America: Pearson. Gooch, K., & Saine, P.. (2011). Integration of the visual arts and web 2.0 technologies in the classroom. New England Reading Association Journal,47(1), 92-101.  Retrieved November 6, 2011, from ProQuest Education Journals. (Document ID: 2478462011). Halasa, K. (2005, May 11). Annotated Bibliography: Ethics in Research. AARE. Retrieved December 9, 2011, from http://www.aare.edu.au/ethics/aareethc.htm

  24. References IflazogluSaban, A. (2011). An evaluation of the teaching activities implemented in the elementary science and technology courses in terms of multiple intelligence theory: A sample from Adana. Educational Sciences: Theory And Practice, 11(3), 1641-1649. Jackson, A., Gaudet, L., McDaniel, L., & Brammer, D. (2009). Curriculum integration: The use of technology to support learning. Journal Of College Teaching & Learning, 6(7), 71-78. Kalelioglu F, Gulbahar Y. Investigating the usage of blogs in educational settings from multiple intelligences perspective. Turkish OnlineJournal Of Educational Technology[serial online]. April 2010;9(2):132-144. Available from: Education Research Complete, Ipswich, MA. Accessed November 6, 2011. Özdener, N., & Özçoban, T. (2004). A project based learning model's effectiveness on computer courses and multiple intelligence theory. Educational Sciences: Theory &Practice, 4(1), 176-180.

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