Learning Theories and Implications for Educational Technology
Abstract
The theories of Vygotsky, Gardner, and Gagne present vary different models of learning. Vygotsky and Gardner see culture as an important factor in how a child learns, and see growth and development and individual thing. Gagne, however, focuses on a formal model of instruction, with the method used depending upon the content being taught. All three theories have a role to play in educational technology.
Learning Theories and Implications for Educational Technology
There are a variety of learning theories that have been presented over the past several decades, each proposing different thoughts on how and where learning takes place and how instruction should be designed. The theories of Lev Vygotsky, Howard Gardner, and Robert Gagne propose different models of learning and instruction. Thought they are quite different, they each do have a role in instruction in an educational technology setting.
Lev Vygotsky
The social cognition learning model is based on the notion that the way an individual thinks, learns and reasons is primarily is a result of the culture that they are surrounded by. To Vygotsky, intelligence is “much more specific to the culture in which a child was reared.” (Vasta, R., Haith, M.M., Miller, S.A. 1995 as quoted by Kristinsdóttir 2001). According to Kristinsdóttir (2001), “Vygotsky viewed cognitive developments as a result of a dialectic process where the child learns through shared problem solving experiences with someone else.” Parents, teachers, friends, and siblings all aid the development process as they talk and work with a child through task and or problems. Early on in the process the adult or other person who is leading...
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Kristinsdóttir, S. (2001) Lev Vygotsky Retrieved October 29, 2004 from http://starfsfolk.khi.is/solrunb/vygotsky.htm
Multiple Intelligences (H. Gardner) (n.d.) Retrieved October 30, 2004, from the Theories Into Practice website: http://tip.psychology.org/gardner.html
Robert Gagne (n.d.) retrieved October 29, 2004 from http://www.ittheory.com/gagne1.htm
Robert Gagne (n.d.) retrieved October 30, 2004, from the Instructional Development Timeline website: http://www.my-ecoach.com/idtimeline/theory/gagne.html
Shutz, Ricardo (2002) Vygotsky & Language Acquisition retrieved October 30, 2004 from http://www.english.sk.com.br/sk-vygot.html
Smith, M.K. (2002) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal education, retrieved November 4, 2004 from http://www.infed.org/thinkers/gardner.htm
Satirical writing allows the author to express his or her opinion about a problem in society. A writing must follow three rules in order for it to be classified as satirical. First, a continuous focus on one’s subject’s faults. Secondly, instead of telling the reader directly, information must be given indirectly. Thirdly, the writing must have a variety of satirical techniques in general (Festa). With these simple guidelines, an author can demonstrate his beliefs of what he thinks needs to be changed in society.
According to this theory, Gardner believed people have multiple different ways of thinking and learning. He has identified and described nine different kinds of intelligence. The first is visual-spatial intelligence, which is the enjoyment of and facility with images, drawing, construction games and tactile puzzles. The second is linguistic-verbal intelligence, which involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. The third is mathematical intelligence, which consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. The fourth is kinesthetic learning, which is the enjoyment of and facility with activities that involve touch and movement, dance, sport and other practical activities. The fifth is musical intelligence, which involves skill in the performance, composition, and appreciation of musical patterns. The sixth is interpersonal intelligence, which is concerned with the capacity to understand the intentions, motivations and desires of other people. The seventh is intrapersonal intelligence, which entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. The eight is naturalistic intelligence, which is the enjoyment of and facility with the natural world, with ability in recognizing patterns and classification. The ninth is existential intelligence, which is the enjoyment of and facility with asking and examining questions about life, death and ultimate
Howard Gardener is a psychologist and a professor of neuroscience at Harvard University who also designed the nine theories of Multiple Intelligence (MI). In 1983, he introduced the first seven theories of multiple intelligences in his book Frames of Mind: The Theory of Multiple Intelligences; then, he introduced his last two theories in his 1999 publication of Intelligence Reframed. According to Parkay & Stanford, “Howard Gardener believes that human beings possess at least eight separate forms of intelligence” (2003, p.300-301). Thus, Gardner’s theories began to question the conventional beliefs about how students are educated in the classroom. This paper will examine the teacher’s role in incorporating these theories into the classroom, the definitions of MI including classroom activities, and benefits of using this theory. Gardner’s theory of Multiple Intelligence includes the following intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalists, and existentialist. Only two of the intelligences are commonly recognized in most classrooms: linguistic, and logical-mathematical. There are five intelligences that are frequently overlooked by educators: spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The last two are generally not considered in the classroom: naturalists, and existentialist, but naturalist can be applied with the use of science context. According to King, the theory of MI has “…motivated educators to develop programs that instruct students in multiple domains” (2010, p. 250).
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
Since intelligence is usually judged in IQ tests or just tests in school, many individuals are claimed to have average or little intelligence. They struggle in school, trying to learn math, English, reading; but they may excel in other places like sports, music, or relationships. This is where Howard Gardner’s Multiple Intelligences comes into play. He proposed that there are eight forms of intelligence, possibly more. The two that are seen in school often are Logical-Mathematical and Linguistic-Verbal. The people who excel at these are seen as geniuses and are thought to do very well in life. The others that don’t do well in those two may be better at one of the other six.
...stake and burning his ship until it capsized, since he understood that it was a mistake, and although he could not change it, he could leave a future reminder to those who passed on the mistakes that they had made. As a final point, Schmidt employs motif as a way of showing the effects of prejudice on people.
Gardner, Howard. "A multiplicity of intelligences." Neuropsychological research: A review. 17-23. New York, NY US: Psychology Press, 2008. PsycINFO. EBSCO. Web. 20 May 2011.
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
According to Merriam Webster Intelligence is "the ability to learn or understand things or to deal with new or difficult situations." Howard Gardener discovered the theory multiple intelligence they are musical, kinetic, linguistic, interpersonal, intrapersonal, spatial, logical, and existential intelligence. Unlike the normal school setting, Gardner’s theory helps with student’s learning abilities by focusing on their strengths. Gardner believes that understanding these multiple intelligent theories will help students strengthen their knowledge.
The modern Islamic Finance industry is young, its timeline begin only a few decades ago. However, islamic finance is involving rapidly and continues to expend to serve a growing population of muslims as well as conventional.
There are eight basic different intelligences: musical, body-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. According to Gardner’s theory of Multiple Intelligences, people have many different ways of learning. Unlike traditional theories of intelligence that focus on one, single general intelligence, Gardner believed that people have multiple ways of thinking
His multiple intelligences theory suggest that intelligence is divided into eight different categories: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist each with their own individual characteristics (Woolfolk 116). After finishing Gardner’s assessment of my multiple intelligences, it was determined that my three highest intelligences (in order from most apparent to least apparent) are logical-mathematical, interpersonal, and intrapersonal. Logical-mathematical intelligence involves charting, sequencing, analyzing, proving, and interpreting data. Interpersonal intelligence involves cooperative grouping, tutoring, and giving feedback. Intrapersonal intelligence involves independent work, self-talk, using prior knowledge and connecting this prior knowledge to new knowledge
Some of most lasting works of satire exemplify such a function, most specifically through the end-states of the protagonists. Orwell’s Nineteen Eighty-Four, Voltaire’s Candide, and Jonathan Swift’s Gulliver’s Travels all exemplify end-states of protagonists that emphasize conclusions to the moral and philosophical problems posed by the authors. Yet, each also exhibits a degree of ambiguity, which allows the audience to reflect on the criticism in conjunction with literary examination. All three of the aforementioned literary works are different in content and the degree of satire employed. However, by comparing the differences and similarities between protagonist end-states in each work, it becomes possible to better understand satire as a literary genre. Namely, the characteri...
The theory advanced by Howard Gardner referred to as Multiple Intelligences, suggests that there are varying degrees of intelligence that an individual possess. Gardner proposed that there are seven forms of intelligence: linguistic, musical, logical-mathematical, spatial, body-kinaesthetic, intrapersonal and interpersonal. This theory proposes that teaching and learning should be based on an individual’s different and unique form of intelligence, (Armstrong, 2009). The traditional teaching method encompasses and focuses on verbal linguistic and mathematical logical intelligence. However, the theory by Gardner suggests that there are five other forms of
From this research Gardner’s multiple intelligence therapy was created. The multiple intelligence theory is based on the belief that everyone succeeds in at least one of the eight types intelligence, linguistic, mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalist. Each intelligence different from the other, however one person can strive at multiple intelligences or simply strive at one intelligence. Once Gardner released his book “frame of minds” in 1983 (Gardner’s multiple intelligence) the educational outlook on student’s success started to transform. With a new understanding that each student is different educationally then it became clear that students obtain education differently as well, the modern day class room transformed to fit each