Find the Best Software Using Bloom’s Taxonomy and Multiple Intelligences to Select and Use Software By Walter McKenzie Learning & Leading with Technology Volume 30 Number 8 Pgs. 54-65.
With limited resources available for the purchase of educational software, new strategies are required to stretch these resources by teachers and schools to serve the learning needs of students with different styles of intelligence. This article recommends that each school take an inventory of all available software programs available at a school. These need to be analyzed to determine what category of primary instructional function they belong to. The recommended categories include: tutorials, guided practice, independent practice, assessment, heuristic, productivity and simulation. By categorizing the software a school can assess the strengths and weaknesses of its software collection. These can be evaluated according to the multiple intelligence approach and Bloom’s taxonomy. Software can address more than one intelligence style. Multiple intelligence styles include logical, verbal, musical, naturalist, intrapersonal, interpersonal, visual, existentialist and kinesthetic. Another category is the level of thinking which includes knowledge, comprehension, application, analysis, synthesis and evaluation. It is critically important to remember that whichever of the intelligence styles are stimulated by the software, these are dependent on the context in which an application is used. It is therefore context which is the defining standard in evaluating and selecting software. It is important to obtain peer reviews from the teachers who have used the software on the list in their own classrooms to correctly categorize and evaluate. The school can investigate sites on the Internet that categorize software according to intelligence applicability. The effectiveness of any software in the classroom depends on how they are used. The software application is never an end in itself. It should entail a larger instructional approach. First, you should set up the context for using the software prior to showing the software and provide follow-up activities. There should be pre-software activity, the presentation of the software, and a pot-software or cumulative activity.
1. What are the different styles of intelligence and how do they relate to Bloom’s taxonomy?
Here are a few websites that describe multiple intelligences and Bloom’s taxonomy.
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://www.ldpride.net/learningstyles.MI.htm
http://www.thirteen.org/edonline/concept2class/mi/index.html
http://www.nwlink.com/~donclark/hrd/bloom.html
http://officeport.com/edu/blooms.htm
2. Where can I find an up-to-date listing of educational software categorized according to its intelligence applicability?
Here are some excellent website that classify software according to multiple intelligences.
http://www.supershareware.com/software/multiple-intelligences_3.html
http://www.bidigital.com/ci/Software/Information_Portals/
http://www.scottcentral.k12.mo.us/resources.htm
Subscribe to:
Post Comments (Atom)
1 comment:
Tawn it is great to know all of the different tearning styles and intelligence levels in which people learn. It makes such a difference to the learner to be taught in a way that is functional to them. I absolutely agree with you in saying that these software programs must be used in an effective way. It is important to learn the correct function and the intended purposes of the software in order to allow student to gain the most from it's use. Thanks for showing us this Tawn!
-Casey Belsly
Post a Comment