Use of Social Software in Education: A Multiple Intelligences Perspective

Use of Social Software in Education: A Multiple Intelligences Perspective

Filiz Kalelioglu, Yasemin Gulbahar
DOI: 10.4018/978-1-60566-826-0.ch004
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In this chapter, numerous educational activities are presented for instructors in order to address each type of multiple intelligences. Most probably, these educational activities are those which are already being experienced by many instructors. The key point here is that although students are exposed to many educational activities, instructors generally don’t have any idea or rather don’t consider the learning outcomes in terms of multiple intelligences. In general, assessment activities are based only on the chunk of knowledge that the student gains after any particular activity. In fact, instructors should deal with the effects and improvements in students other than just the knowledge, after engagement in educational activities. Thus, instructors should base their instructional plans on a theoretical basis, especially when integrating technology into their courses. Hence, the development and changing activities and other tasks of social software according to the multiple intelligences that underline individual differences were discussed briefly in this chapter.
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Multiple Intelligences Theory

“Multiple Intelligences Theory”, proposed by Gardner (1993), approaches learning and instruction from a different perspective. Some researchers have claimed that our intelligence or ability to understand the world around us is a changing process, where people show diversity in terms of understanding and learning. Abilities in performing different skills may differ from individual to individual. One person may be good at playing a musical instrument; one individual may be good at playing football and another maybe good at writing poems. These differences among people are addressed in the multiple intelligences theory. To give an example, if an individual has strong spatial or musical intelligences, instructors should encourage those students to develop these abilities. Gardner points out that the different intelligences represent not only different content domains but also learning modalities.

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