Share on Twitter
Share on FacebookConclusion
A review of technologies and student learning styles shows that no one technology is suited for all students and all curricula. Technologies should be chosen to support a diverse student population and their unique learning styles. It is inappropriate for teachers to assume that all students can learn in the same way and can be force-fitted to one method of delivery. The chosen technologies should also support the type of content to be shared with students and the expected learning outcomes.
Technology is a valuable tool. It has the power to support students and teachers in gathering, organizing, manipulating and presenting information. When both are encouraged to use their innate intelligences creatively, computers may extend and enhance what the individuals are able to produce, whether the task is to write a report, graph data, create a drawing/design, etc. It levels the playing field for those who may be otherwise limited due to disabilities.
For our students to find a place of value in today’s society, they must acquire new technological skills on a day to day basis. As educators, we must continue to investigate how students learn best; which testing methods reflect authentic learning; and which instructional media enhance their intelligences, motivation, inquiry and a commitment to lifelong learning.
Every child enters this world with a passion for learning. As educators we can do one of two things – either emblazon that desire for learning, or extinguish it. If we chose to dampen their full potential, then we take the chance of crushing their spirits as well. If educators create a climate that truly empowers children, then they will not want to leave that environment. Teachers must continue to take risks, try new techniques, explore new technologies, for through these actions, they will turn a child’s talents along with his passion for learning into a powerful, creative force.
For More Information: contact Jane Carlson-Pickering at jcpic@chariho.k12.ri.us
Bibliography
Books
Buzan, Tony. Use Both Sides of Your Brain. (1993). New York, New York. Penguin Books, U.S.A., Inc.
Campbell, Don. The Mozart Effect – (1997). Avon Books. New York, New York.
Csikszentmihalyi, Mihaly Ph.D. – FLOW: The Psychology of Optimal Experience. (1990). Harper & Row, New York.
Dryden, Gordon and Vos, Jeannette, Ed.D. The Learning Revolution. (1994). Jalmar Press. Torrance, CA.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. (1983). New York. Basic Books, a Division of HarperCollins Publishers, Inc.
Gardner, Howard. The Unschooled Mind: How Children Think and How Schools Should Teach. (1991). New York. Basic Books, a Division of Harper Collins Publishers, Inc.
Gardner, Howard. Multiple Intelligences: The Theory in Practice. (1993). Basic Books, a Division of Harper Collins Publishers, Inc.
Gardner, Howard. The Disciplined Mind. (1999). Simon & Schuster. New York.
Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. (1999). Basic Books. New York, New York.
Goleman, Daniel. Emotional Intelligence. (1995). New York. Bantam Books.
Jensen, Eric. The Learning Brain. (1995). Turning Point Publishing. San Diego, CA. p. 14, 38, 310.
Margulies, Nancy. Mapping Inner Space: Learning and Teaching Mind Mapping. (1991). Tucson, AR. Zephyr Press.
Sylwester, Robert. A Celebration of Neurons: An Educator’s Guide to the Human Brain. (1995). ASCD Publications. Alexandria, VA.
Periodicals
Danielson, Patricia, M.Ed. and Michel, Chris, Ph.D. “Whole Mind Study Skills”.
The Accelerated Learning Institute of New England. January, 1996
Education Week. “Technology Counts ’99: Building the Digital Curriculum. September 23, 1999.
Means, Barbara and Olson, Kerry. “The Link Between Technology and Authentic Learning”. Educational Leadership. April 1994.
