Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software

McKenzie, W. (2003). Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software. Learning & Leading with Technology. 30 (8). 54-58.

Although the learner should always be put at the forefront of the thought process, there are numerous things to take into consideration when selecting software for the classroom. Initially, it is crucial to have an accurate inventory of existing computer programs, with an organization based on their primary usage. At this point, an evaluation of their relationship to Bloom’s Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) and Gardner’s (1983) theory of multiple intelligences (MI) should be conducted. A few categories that one might consider are: Tutorial, Guided Practice, Independent Practice, Assessment, Heuristic, Productivity, and Simulation. Once a thorough inventory and categorization has been performed, it will be very clear what types of software will add to your learning environment; it is recommended to seek computer applications that have already been tested in the classroom and have gained popularity, perhaps your fellow teachers is a good start.

Although many software applications may meet multiple intelligences and challenge higher academic levels, it is far more beneficial to the educator and the learner if the strengths and main functions of software are identified for categorization, rather than making a particular computer program all inclusive. Keeping the learner in mind when sorting software will assist in fighting this temptation; the relationships with the intelligences should be a natural connection and foster a child’s learning and exploration. In addition, it is vital that one does not completely rely on applications to teach in the classroom; rather, software should add and enrich the learning environment. A strategy that can be utilized in the classroom is the PEP model, which is composed of: Pre-software, Experience, Post-software. The PEP model involves providing framework and points of reference before introducing the computer program; moreover, this is the stage for announcing extension activities. Following the Pre-software state is the Experience component of the model. The Post-software is the final stage, which provides an opportunity to assess the children’s understanding and make any necessary accommodations for intelligences not met.

Identifying a child’s individual and varying learning styles can be extremely difficult at times; software can provide a platform that is safe for failure, while exploring or confirming a child’s learning style. In addition, a classroom filled with varying intelligences can be challenging to accommodate; computer programs can provide a scaffold, assisting the learner’s needs that may not be met during the classroom setting and allowing them to work on other intelligences. Many children have not gained the confidence to fully participate during class activities, or they might be too embarrassed to express a lack of understanding; software can provide another avenue of learning with a safe haven for children who lack certainty. Computer applications can also be used as a means to strengthen intrapersonal or interpersonal intelligences, as they can be utilized in a group setting or individual setting. Songs and beats are often a primary component programs; these can be used to strengthen a child’s Musical/Rhythmic intelligence, or if given a little space to move around the computer, it can provide a stage for working on Bodily/Kinesthetic intelligence and spatial awareness. Verbal/Linguistic and Logical/Mathematical, amongst the other intelligences, are more commonly met through traditional software applications.

A large portion of the book Multiple Intelligences in the Classroom: Second Edition, by Thomas Armstrong, can be viewed at the following website: http://books.google.com/books?id=tXEK7ZkOv8QC&lpg=PR5&ots=aPGgDbRjIJ&dq=multiple%20intelligences%20in%20the%20classroom&lr=&pg=PP1#v=onepage&q=&f=false
This article provides a thorough introduction of Howard Gardner’s Multiple Intelligences, along with a seasoned perspective of usage in the classroom.