Intrapersonal intelligence can be described as being self-aware and self-motivating. An individual with intrapersonal intelligence is very critical and usually analyzes everything. Individuals that have intrapersonal intelligence know themselves very well, and can explain why and how they participated in a particular action or event. Intrapersonal intelligence is beneficial because those individuals have the ability to be self-disciplined and self-motivated so they can accomplish what they put their mind to. Individuals with intrapersonal intelligence realize that the lives of human beings have a meaning and they understand and have compassion for other individual's lives (Jackson, Gaudet, McDaniel, Brammer, 2009. p. 74). It has been found individuals whith a high intrapersonal intelligence will have better problem solving-skills (Jackson, Gaudet, McDaniel, Brammer, 2009, p. 74). All of these skills and abilities would help an individual be successful in school, however many schools have often ignored the development of intrapersonal intelligence and focused the development on others (Jackson, Gaudet, McDaniel, Brammer, 2009, p.74). Thanks to the integration of technology in schools, intrapersonal intelligence will be able to improved upon in classrooms, especially in a social studies classroom.
Research has shown that individuals with high intrapersonal intelligence learn best in school classrooms from individualized instruction and completing activities like journaling, research, concept mapping, and graphic organizers. Technology can be used in all these activities and can be beneficial in this type of instruction. With the use of computers in a classroom, individualized instruction can occur. Teachers could create a wikipage that contains PowerPoint or Prezi and have students take notes or complete a worksheet to accompany the presentation. Also, students could complete a webquest and learn the content that way. Journaling is very important to a person with high intrapersonal intelligence because often times that is how they express themselves. Online journals, or blogs can be used in a classroom with these types of learners. Blogs are a great tool for interapersonal learners because blogs "allow students to express thoughts and feelings in an ordered way" (McCoog, 2007, p. 27). Often times, these types of learners create great and creative projects, but have difficulty sharing them with others. Blogs can enable a students to share their creativity without having to stand in front of the classroom (McCoog, 2007, p. 27). Students with high intrapersonal intelligence also benefit from research. The internet and computer have made the process of researching convenient and teachers can have students research on their own and incorporate many projects with research into the curriculum (McCoog, 2007, p. 27). Lastly, intrapersonal learners excel at concept mapping and graphic organizers. With the use of computer programs and online programs, one can make a concept map or graphic organizer quickly. One program in particular is Inspiration. It is an easy access and usable program for any individual to use. It has many different features, so a person can get involved and detailed as one would like to be.
Intrapersonal intelligence is very important in a social studies classroom. Students need to have compassion and understand what events people in the past have lived through and how it probably felt. Intrapersonal learners can usually do this. An individual needs to have good analytical skills to study history as well, which intrapersonal learners also have. If a person does not have a great intrapersonal intelligence, technology can enable and help an individual. All of the technological tools in the above discussion can greatly benefit a social studies classroom. Blogging would be a great technology to integrate into a social studies classroom. Students could hold discussions on a blog as well as post their feelings about a particular subject. Concept maps and graphic organizers are very common teaching elements in a social studies classroom. These elements often help students organize main ideas and events easily.
Overall, technology is a great asset to any classroom, especially social studies, to help develop intrapersonal intelligence in students. If students already have a high intrapersonal intelligence, technology enhances the individual and allows for other experiences to occur.
References:
McCoog, I.J. (2007). Integrated instruction multiple intelligences and technology. The Clearing House, 25-28. Retrieved September 25, 2012 from https://onlinecampus.edinboro.edu/d2l/lms/content/viewer/main_frame.d2l?ou=716681&tId=5664017.
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. Retrieved September 28, 2012 from Education Research Complete database (EJ895070).
Friday, September 28, 2012
Wednesday, September 12, 2012
What is it that Technology Actually Helps Teachers and Students Do?
Technology has proven to be very beneficial and substantial to the field of education. Both, teachers and students benefit greatly when technology is integrated into a classroom. Technology allows a classroom to become more student-centered, allowing students to become actively involved with the content. Generally, the more involved an individual is with the material, the easier it is to comprehend and learn. Technology allows teachers to focus more on their students and help them with their individual academic needs. It also helps teachers connect to their students and make learning enjoyable and meaningful. With the correct implementation and appropriate use of technology in a classroom, both the teachers and students should become more successful.
Technology can alter the atmosphere and operation of a classroom if it is used efficiently. Technology allows a teacher to have an active-learning and student-centered classroom (Kashy,Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 2). With the increase of technology, teachers no longer need to be the center of the room and constantly instructing the students with information. In fact, lecture time is eliminated with the use of technology, which allows for more classroom demonstration, examples, or activities (Kashy, Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 2). This also helps teachers to monitor students' understanding of the content and offer additional help to those students in need (Kashy, Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 1). This increases the opportunity for more students to be academically successful.
Students are more excited about learning when technology is integrated into a classroom. Students are actively involved and engaged in the content when using technology, which allows the learning to be meaningful to the students. It is said that, "learning which is not meaningful is not retained" (Bucci, Copenhover, Lehman, & O'Brien, 2003, p. 33). Technology also allows students to connect the content to reality and understand the purpose of learning the material (Bucci, Copenhover, Lehman, & O'Brien, 2003, p. 33).
Technology has been proven to enhance students' learning and academic success (Kashy, Thoennessen, Davis, & Wolfe, n.d., p. 1). Most students receive higher grades when using technology, especially in the subjects of science, math, and reading (Bransford, Lin, & Schwartz, 2000, p. 157). It is also noted that the students drop-out rate has decreased due to the increase of technology integration within classrooms (Kashy, Thoennessen, Davis, & Wolfe, n.d., p. 6). The increase in academic success is due to the transformation of how classrooms are nstructed because of technology. It allows students to be hands-on, and express their creativity, as well as establish a better connection to the teacher.
A teacher must recognize that there is always a risk in using technology and that the lesson may not go perfectly as planned. Technology is great, but there are faults, such as not working properly. When using technology, sometimes the teacher is also the learner. A teacher may not know how to solve every issue when a technology problem arises, which is alright. Students will be able to relate to the teacher and observe how the teacher handles a difficult and unexpected situation, and this opportunity allows for the teacher and students to learn something new together (Bransford, Lin, & Schwartz, 2000, p. 152). Students may gain a respect for the teacher and be able to better relate to that individual, if a situation like this arises.
Technology is a great asset to any classroom and is very beneficial to both students and teachers. Classrooms become more student-oriented and students are actively involved with the content, which improves students' academic success. Evidence indicates that through the integration of technology, students' grades improve and learning becomes more enjoyable and meaningful. The use of technology also allows teachers to better monitor student progress and identify and help students that are not comprehending the content as quickly as planned. Overall, integrating technology into a classroom is a great instructional method, which will harvest many positive and successful outcomes for teachers and students.
References:Technology can alter the atmosphere and operation of a classroom if it is used efficiently. Technology allows a teacher to have an active-learning and student-centered classroom (Kashy,Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 2). With the increase of technology, teachers no longer need to be the center of the room and constantly instructing the students with information. In fact, lecture time is eliminated with the use of technology, which allows for more classroom demonstration, examples, or activities (Kashy, Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 2). This also helps teachers to monitor students' understanding of the content and offer additional help to those students in need (Kashy, Thoennessen, Tsai, Davis, & Wolfe, n.d., p. 1). This increases the opportunity for more students to be academically successful.
Students are more excited about learning when technology is integrated into a classroom. Students are actively involved and engaged in the content when using technology, which allows the learning to be meaningful to the students. It is said that, "learning which is not meaningful is not retained" (Bucci, Copenhover, Lehman, & O'Brien, 2003, p. 33). Technology also allows students to connect the content to reality and understand the purpose of learning the material (Bucci, Copenhover, Lehman, & O'Brien, 2003, p. 33).
Technology has been proven to enhance students' learning and academic success (Kashy, Thoennessen, Davis, & Wolfe, n.d., p. 1). Most students receive higher grades when using technology, especially in the subjects of science, math, and reading (Bransford, Lin, & Schwartz, 2000, p. 157). It is also noted that the students drop-out rate has decreased due to the increase of technology integration within classrooms (Kashy, Thoennessen, Davis, & Wolfe, n.d., p. 6). The increase in academic success is due to the transformation of how classrooms are nstructed because of technology. It allows students to be hands-on, and express their creativity, as well as establish a better connection to the teacher.
A teacher must recognize that there is always a risk in using technology and that the lesson may not go perfectly as planned. Technology is great, but there are faults, such as not working properly. When using technology, sometimes the teacher is also the learner. A teacher may not know how to solve every issue when a technology problem arises, which is alright. Students will be able to relate to the teacher and observe how the teacher handles a difficult and unexpected situation, and this opportunity allows for the teacher and students to learn something new together (Bransford, Lin, & Schwartz, 2000, p. 152). Students may gain a respect for the teacher and be able to better relate to that individual, if a situation like this arises.
Technology is a great asset to any classroom and is very beneficial to both students and teachers. Classrooms become more student-oriented and students are actively involved with the content, which improves students' academic success. Evidence indicates that through the integration of technology, students' grades improve and learning becomes more enjoyable and meaningful. The use of technology also allows teachers to better monitor student progress and identify and help students that are not comprehending the content as quickly as planned. Overall, integrating technology into a classroom is a great instructional method, which will harvest many positive and successful outcomes for teachers and students.
Bransford, J., Lin, X., & Schwartz, D. (2000). Technology, learning, and Schools: Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1(1), 145-182. Retrieved September 11, 2012 from https://onlinecampus.edinboro.edu/d2l/lms/content/viewer/main_frame.d2l?ou=716681&tId=5615010.
Bucci, T.T., Copenhaver, L. J., Lehman, B., & O'Brien, T. (2003). Technology integration: Connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 26-42. Retrieved September 11, 2012, from https://onlinecampus.edinboro.edu/d2l/lms/content/viewer/main_frame.d2l?ou=716681&tId=5615010.
Kashy, E., Thoennessen, M., Tsai, Y., Davis, N.E., Wolfe, S.L. (n.d.). Using networked tools to promote student success in large classes. Retrieved September 11, 2012 from https://onlinecampus.edinboro.edu/d2l/lms/content/viewer/main_frame.d2l?ou=716681&tId=5615010.
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