TECHNOLOGY AND MULTIPLE INTELLIGENCES IN

THE INDIAN CONTEXT

Meera Krishnappa Dr. Kennedy Andrew Thomas Dr. Srikanta Swamy

PhD in Education Director Additional Director,
Christ College TQMS, Christ College Centre For Research
Bangalore Bangalore Christ College, Bangalore

ABSTRACT

The buzzword today is ‘Technology’ in all fields. Schools and parents know the importance of technology in
education. But we must consider if the technology meets the needs of different learning styles?

Educationists all over the world are reexamining traditional modes of teaching and looking at integrating
technology in a seamless manner to make the learning environment more student - friendly. In India too,
there is a growing awareness about the use of technology in education.
The integration of technology into the curriculum has opened up the classroom to accommodate more flexible
teaching methods that result not only in more engaged student learning processes, but also in the changing
roles of the teacher and student. Technology also assists and accommodates various learning styles.

The multiple intelligences can be enhanced with the use of technology. Following Howard Gardner's theory
of multiple intelligences, teachers can encourage development by providing enrichment opportunities in each
of the areas of the intellect. Coupled with computer and the Internet integration you have powerful agents for
change.

This working paper attempts to look at the link between Technology and the Multiple Intelligences Theory of
Howard Gardner in the Indian Context as part of a doctoral study.

Keywords: Multiple Intelligences, Technology, Technology Enabled Learning

Rationale of the Study:

The traditional structure of the classroom interaction has existed for thousand of years and has evolved by
passing through various phases. The first phase was the Gurukul1 where gurus imparted knowledge to
shishyas 2. Then came the second phase where the teacher taught using blackboard and chalk. In the third
phase virtual /visual aids like OHP and multimedia took over the traditional system of imparting education.
Now in recent years schooling is experiencing the Education Revolution where in the barriers of time and
space have been eroded as Eric Ashby (1967) predicted that “Mankind is now in the midst of the 4th revolution
in Education – The Age of the Electronic Media.”
As revealed by JISC3 research the social context in which learning takes place has also changed, and in ways
that were not foreseen in the early part of the 21st century. Learners are increasingly dependent on technology
to help them fit learning into their complex, demanding lives. Ownership of personal technologies – from
computers to mobile devices – is now pervasive, and use of the Internet, including Web 2.0 technologies, is
common.
1
Gurukul – A system of Education in Ancient India whereby pupils lived with the teacher in the Ashram until
the period of education was completed as per the teacher or Guru’s satisfaction.
2
Shishya – Student in the traditional Gurukul System that existed in Ancient India
3
JISC – Joint Information Systems Committee -JISC is an independent advisory body that works with further
and higher education by providing strategic guidance, advice and opportunities use to use ICT to support
learning, teaching, research and administration.
Therefore in the context of the present times, we are living in an age of information overload with the
expectation that students will learn high-level skills such as how to access, evaluate, analyze, and synthesize
vast quantities of information. Hence some Questions that we need to ask ourselves
•Are children learning differently now?
•Will technology help us re-look at the way we need to adapt our teaching to today’s learners?
• Can technology make a difference to the motivation and achievement of our children?
• What should be the underlying rationale and theoretical basis to design and deploy the technology
based interaction in classrooms?

Definitions:
Technology – deals with human as well as other animal species' usage and knowledge of tools and crafts, and
how it affects a species' ability to control and adapt to its natural environment.

Multiple Intelligences – refers to Howard Gardner's Multiple Intelligence Theory, which refers to 8 different
kinds of intelligences based on special abilities of individuals.

Technology Enabled Learning - Technology Enabled Learning (TeL) is an umbrella term that describes
learning done on a computer, usually connected to a network, giving us the opportunity to learn almost
anytime, anywhere.

Methodology:
The methodology employed in the study in Phase I is the use of secondary sources on the prevailing
approaches of integration of Multiple Intelligences with Technology Enabled Learning. A literary search was
carried out under various educational search engines.
The publications and journals were reviewed systematically to develop a conceptual framework on the
problem – A Study of the Effectiveness of ‘Technology Enabled Learning Strategy’ on the Achievement in
History & Civics of Elementary School Students in Bangalore. The search yielded 80 studies of which 26
were relevant to the subject under investigation as reported in the references.
Discussion:
Conceptual Understanding:

Educational Technology especially computers and computer related peripherals have grown tremendously and
have permeated all areas of our lives. Critics who argue that schools should use less technology do not always
welcome the apparent growth of technology use. For example Oppenheimer (2003) concluded that placing
computers in the classroom has been almost “entirely wasteful.” Other critics have written and spoken
extensively of their beliefs that schools should not use technology for a variety of reasons ranging from
creating social isolation to preventing students from learning basic skills.

Prevailing Approaches and Attempts to integrate MI, Technology and Technology

Enabled Learning

However, the present study is an attempt to explore various approaches made to integrate MI with TEL. These
approaches and attempts have been analyzed in detail to develop the conceptual framework of the current
study. Levin and Arafeh, (2002) found that teenagers use the Internet excessively and students are very
positive about the use of the Internet to do their schoolwork. Fulton (1998) noted that technology keeps
changing; as hardware and software evolve, new educational opportunities appear and the teacher is a key
variable in technology implementation and effectiveness. Satish Sukumar (2009) argues that there are several
schools today where the use of technology is an integral part of the classroom. Classrooms with smart boards,
monitors connected to the Internet, use of multi-media in class and using the Internet to research and submit
homework is increasing. Thus the true paradigm shift in education is the use of technology for learning.
One of the most revolutionary concepts in pedagogy in recent times has been the ‘Multiple Intelligence
Theory’ of Howard Gardner that brought about a paradigm shift in the way educators view their students.
However, Howard Gardner's theory of multiple intelligences has not been readily accepted within academic
psychology. Klein (1998) stated that MI makes "three paradoxical claims": (1) There are several relatively
independent, coherent, content-specific cognitive modules called intelligences. (2) These intelligences
interact, operating on one another’s contents. (3) Each intelligence consists of sub intelligences that can
operate independently. Some psychologists, like George Miller, say that MI theory essentially boils down into
nothing more than "hunch and opinion." Carroll finds it interesting "that the kinds of 'intelligences' described
by Gardner show a fairly close correspondence with the broad domains of ability" as suggested by Raymond
Cattell and John Horn

In the light of the above statements, can we still continue with age-old methods of education and still hope to
mould a generation of thinkers?

Can educationists afford to have a blinkered outlook that limits their thought processes to the confines of the
classroom when the world outside is changing rapidly? How do we bring about educational reforms that will
benefit our future citizens?

The CBSE board’s approved new system of evaluation supports Continuous and Comprehensive Evaluation
(CCE) based on grades is intended to provide a holistic profile of the learner through evaluation of both
Scholastic and Co-Scholastic areas spread over two terms each during two academic years.

This brings us to the key questions:

How can Multiple Intelligences be linked with Technology?
How can this blend be incorporated to improve teaching and learning?
Let us examine and rationalize the blend of ‘Technology with the MI theory. The possibilities to integrate are
immense as children with diverse intelligences can use technology. Technology by its very nature uses and
enhances the multiple intelligences. Bodily kinesthetic intelligence is needed to use a keyboard and mouse
effectively; logical mathematical intelligence is needed for sequencing the steps in a program and a visual
spatial sense is needed to process the information on a computer screen. When students work in pairs/groups
the interpersonal intelligence comes into play while the intrapersonal intelligence is used when a student
works in isolation to alter an image or work on a document. Linguistic Intelligence is enhanced when a
student surfing the net comes across an interesting article/poem/story related to a lesson in English/Social
Studies /Science that he/she excitedly brings to school the next day enabling him/her to store, sort, and cross-
reference information, notes, bibliographies, and create multimedia reports to make an adventure of learning;
Musical Intelligence involves skill in the performance, composition, and appreciation of musical patterns.
Several CDROMs enable development of musical thinking and creativity; Telecommunications technologies
help students to understand the world beyond their own environments, and help them to see how their actions
can actually affect their world. Numerous CD-ROMs enable a whole world of learning experience that
becomes accessible to students and teachers, who can now become partners with scientists and explorers in
discovering and constructing knowledge about our planet and its inhabitants thus developing their naturalist
intelligence.

Thus technology can be used as a tool to motivate, inspire, and encourage effective learning while employing
the MI approach. The question is will the above techniques help our students shed examination phobia, better
their achievement and provide a learner friendly environment that stimulates all round development of the
individual leading to excellence.

Implications
Despite reservations about the MI theory by some of the psychologists as stated earlier, the blend of
technology enabled learning and Multiple Intelligences could bring about a radical reformation in the way
teachers teach and the manner in which children learn.

The problem stems from the fact that accepting multiple intelligences is a great contrast to traditional
education systems, which normally place a greater emphasis on the development and use of verbal and
mathematical intelligences to the detriment of the other intelligences. Digital technology has enabled
multimedia to be an important part of our lives and has become an integral part of the educational profession
in the 21st century. Computer based multimedia is a very appealing tool for education since it can deliver
combinations of text, sound, graphics, still images, animations and video. The MI theory allows teachers to
tap into the strengths of each student and to develop capabilities in novel ways. By weaving together
technology, MI and curriculum, we help students work in their own ‘magical learning environment’ and
accomplish learning objectives.
Thus, it would be interesting to explore technology-enabled learning using the MI approach and study the
impact of such a blend on the learning of students.

Conclusion

Based on the extensive observations and review there is a clear direction and feasibility to further empirically
intensify the study of technology enabled learning based on the MI approach. Good teachers will remain the
key to a student learning, but they will routinely rely on a host of technological tools. Technology will
continue to be cheaper, more powerful, and more pervasive.

Technology can actually assist with some of our expectations and make teachers and their students more
successful. However, as the world becomes more complex virtually year-to-year instead of the generation-to-
generation pace of most of the last century, educational needs continue to shift from teaching and learning
isolated skills and information within each content area, to teaching skills that enable students to solve
complex problems across many areas.

Yet a word of caution, technology alone cannot revolutionize education. Students must be appropriately
trained to sift, analyze and synthesize the wealth of information available if it is to make sense rather than just
download pages of information, which is irrelevant. Educators must prepare for a technology-rich future and
keep up with change by adopting effective strategies that infuse lessons with appropriate technologies based
on psychological pedagogies such as the Multiple Intelligences approach, which does provide a theoretical
basis, if they wish to motivate their students and bring about meaningful learning.

References

Fulton, K. (1998). A research study: A framework for considering technology's effectiveness. Indianapolis, IN:
Indiana Department of Education. Retrieved September 21, 2005, from
http://ideanet.doe.state.in.us/olr/pdf/appresearchkful.pdf

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory
of multiple intelligences. Educational Researcher, 18(8), 4-9.

http://instructivist-archives.blogspot.com/2005_03_01_archive.html
http://www.cbse.nic.in/circulars/cir39-2009.pdf
Khirwadkar Anjali, ‘Reinventing the Paradigm of Teaching’ lecturer, Dept of Education, M.S. University of
Baroda http://www.ncert.nic.in/html/pdf/Publication/Journal2008/JIE/JIE_Aug07/JIE_AUG07.pdf

Klein, Perry D. (1998). A response to Howard Gardner: falsifiability, empirical evidence, and pedagogical
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Miller, George The Schools They Deserve: Howard Gardner and the Remaking Of Elite Education by Mary
Eberstadt, Policy Review, October & November 1999, No. 97. The New York Times Book Review p20

Oppenheimer, T. (2003). The flickering mind: The false promise of technology in the classroom and how
learning can be saved. New York : Random House.

Sukumar Satish (April 27, 2009) India Today, ‘Technology enabled Change- Reshaping Education Institutes’
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