SULTAN MOULAY SLIMANE UNIVERSITY BENI

MELLAL FACULTY OF ARTS AND HUMANITIES

DEPARTMENT OF ENGLISH STUDIES

Professional BA: English didactics S5

Presentation on:

ICT and Multiple Intelligences

Submitted by: LAARAICH KHADIJA

Student number: 19008228

ACADEMIC YEAR: 2022-2023

 OUTLINE

Introduction

1. Definition of Intelligence

2. Is intelligence determined by genetics?

3. Multiple Intelligences theory

4. Intelligence modalities

5. Definition of ICT

6. The importance of ICT tools for Multiple Intelligences

7. Examples of ICT Tools for Multiple Intelligences

Conclusion
Introduction

Technology has become a fundamental part of modern life, and its integration in the
classroom has the potential to revolutionize the way we teach. Technologies can support the
development of multiple intelligences in stu
students,
dents, providing them with greater access to
knowledge and helping them develop the skills needed to succeed in the 21st century. This
presentation will examine the use of technologies in teaching and how they can be used to
help students with multiple int
intelligences.
elligences. It will discuss the importance of using technology in
the

classroom, exploring how it can be used to meet the needs of different types of learners.

Albert Einstein

1. Definition of Intelligence
Intelligence:

“Intelligence is the ability to fi

find
nd and solve problems and create products of value in
one’s own culture.” Howard Gardner

Albert Einstein famously defined intelligence as "the ability to adapt to change."

Intelligence is the ability to think and learn, and to use knowledge and skills to adapt to new
situations.

2. Is intelligence determined by genetics?

Research into the influence of nature vs. nurture on intelligence has been ongoing for decades.
Studies have found that genetics play a significant role in determining an individual’s IQ
score, with heritability estimates ranging from 40%
40%-80%.
80%. These scores are largely determined
by the genes passed down from parents to children. Additionally, studies have also found that
environmental factors, such as quality of nutrition, parenting style
styles,
s, and educational
experiences, can have a significant influence on intelligence scores. For instance, a
longitudinal study conducted in the UK found that educational experiences had a larger
influence than genetic factors on IQ scores. These findings sugg
suggest
est that both nature and
nurture play a role in the development of intelligence.

3. Multiple Intelligences theory

theory:

Multiple Intelligences theory is a cognitive theory developed by Harvard psychologist

Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences,
which states that individuals possess a range of different intelligences, including logical-
mathematical, linguistic, spatial, bodily-kinesthetic, musical, interpersonal,
intrapersonal, and naturalistic. This theory suggests that intelligence is not a single, unified
construct but rather a combination of different capacities. This theory also proposes that these
different intelligences can be developed and applied in different ways to create a well-rounded
individual.

4. Intelligence modalities:

Howard Gardner suggested in his book Frames of Mind: The Theory of Multiple Intelligences
(1983) and its follow-up works that there are eight different types of intelligence.

Musical-rhythmic and harmonic intelligence

People who have strong musical intelligence are good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for music and are often good at musical composition
and performance.

Strengths

Rhythm and music

Characteristics

People with musical intelligence:

• Enjoy singing and playing musical instruments.
• Recognize musical patterns and tones easily.
• Remember songs and melodies.
• Have a rich understanding of musical structure, rhythm, and notes.
Visual-Spatial Intelligence

People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures.

Strengths

Visual and spatial judgment

Characteristics
People with visual-spatial intelligence:
• Read and write for enjoyment.
• Are good at putting puzzles together.
• Interpret pictures, graphs, and charts well.
 • Enjoy drawing, painting, and the visual arts.
• Recognize patterns easily.

Linguistic-Verbal Intelligence

People who are strong in linguistic-verbal intelligence can use words well, both when writing
and speaking. These individuals are typically very good at writing stories, memorizing
information, and reading.

Strengths

Words, language, and writing

Characteristics
People with linguistic-verbal intelligence:
• Remember written and spoken information.
• Enjoy reading and writing.
• Debate or give persuasive speeches.
• Can explain things well.
• Use humor when telling stories.
Logical-Mathematical Intelligence

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems. These individuals tend to think conceptually about
numbers, relationships, and patterns.

Strengths

Analyzing problems and mathematical operations…

Characteristics
People with logical-mathematical intelligence:
• Have excellent problem-solving skills.
• Enjoy thinking about abstract ideas.
• Like conducting scientific experiments.
• Can solve complex computations.
Bodily-Kinesthetic Intelligence

Those who have high bodily-kinesthetic intelligence are said to be good at body movement,
performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.

Strengths

Physical movement, motor control…

Characteristics
People with bodily-kinesthetic intelligence:
• Are skilled at dancing and sports.
• Enjoy creating things with his or her hands.
• Have excellent physical coordination.
• Remember by doing, rather than hearing or seeing.
Interpersonal Intelligence

Those who have strong interpersonal intelligence are good at understanding and interacting
with other people. These individuals are skilled at assessing the emotions, motivations,
desires, and intentions of those around them.

Strengths

Understanding and relating to other people

Characteristics
People with interpersonal intelligence:
• Communicate well verbally.
• Are skilled at nonverbal communication.
• See situations from different perspectives.
• Create positive relationships with others.
• Resolve conflicts in group settings.
Intrapersonal Intelligence

Individuals who are strong in intrapersonal intelligence are good at being aware of their
emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their strengths.

Strengths
Introspection and self-reflection

Characteristics
People with intrapersonal intelligence:
• Analyze their strengths and weaknesses well.
• Enjoy analyzing theories and ideas.
• Have excellent self-awareness.
• Understand the basis for his or her motivations and feelings.
Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are
high in this type of intelligence are more in tune with nature and are often interested in
nurturing, exploring the environment, and learning about other species. These individuals are
said to be highly aware of even subtle changes to their environments.

Strengths

Finding patterns and relationships to nature

Characteristics
People with naturalistic intelligence:
• Are interested in subjects such as botany, biology, and zoology.
• Categorize and catalog information easily.
• Enjoy camping, gardening, hiking, and exploring the outdoors.
• Dislikes learning unfamiliar topics that have no connection to nature.
Existential Intelligence

Existential intelligence is the ninth type of intelligence suggested as an addition to Gardner's

original theory. He described existential intelligence as an ability to delve into deeper
questions about life and existence. People with this type of intelligence contemplate the "big"
questions about topics such as the meaning of life and how actions can serve larger goals.

Strengths

An ability to see the big picture

Characteristics
People with existential intelligence:
• Have a long-term outlook.
 • Consider how current actions influence future outcomes.
• Interest in questions about the meaning of life and death.
• Strong interest and concern for others.
• The ability to see situations from an outside perspective.

5. Definition of ICT:

ICT stands for Information and Communication Technology and refers to the technologies
used for the storage, retrieval, transmission, and manipulation of information. It includes the
hardware, software, networks, and media used for communication between people and
devices.

6. The importance of ICT tools for Multiple Intelligences:

We are fortunate enough to live in a world where countless programs, services, and social
media platforms are but a click away (and many of them are completely free). These
programs can help teachers to tackle multiple intelligences like never before.

Shelly, Cashman, Gunter, and Gunter (2006) assert that digital media can effectively hold the
attention of learners due to its capacity to appeal to a range of multiple intelligences. The
integration of multiple skills creates positive expectations, bolstering students' internal
attributions of success and encouraging them to have confidence in their capabilities.

7. Examples of ICT Tools for Multiple Intelligences:

Logical / Mathematical Intelligence

• Polls: Analytical students can create and distribute online polls and then analyze and present
the results.
• Collaborative Spreadsheets: Online collaborative platforms like Google docs or Dropbox
allow students to work on spreadsheets at the same time, working together to organize and
analyze information.
• Timelines: Sites like TimeToast offer tools for creating detailed timelines.
Visual / Spatial Intelligence

• Videos: Students with visual Intelligence will find applying what they’ve learned in a video
(YouTube or otherwise) engaging and fun.
• Graphics and Flow Charts: A myriad of online programs like Bubbl.us and
Text2MindMap can help students visually organize ideas. They can brainstorm using online
“cork boards” or create flow charts that represent processes learned in class.
• Websites: By providing interactive images, graphics, and videos that can help them
visualize the material they are learning. Additionally, websites can offer 3D simulations,
games, tutorials, virtual reality experiences, and visual aids to help solidify concepts.
Verbal / Linguistic Intelligence

• Reading creative writings, composing creative writing, analyzing rhetorical skills, playing
word games, listening and watching the recordings of famous orators, etc.
Some relevant websites are:
www.oncreativewritingexercises.com/
www.wordgames.com/
www.learn-english-today.com/wordgames.html
www.wordgames.net/
Musical Intelligence

• Listening to songs, reading lyrics, music games, etc.

A few relevant websites are:
www.azlyrics.com/
www.lyrics.com/
www.rhymer.com/
www.nurseryrhymes4u.com/
Bodily kinesthetic intelligence

• Reading or watching the skills of martial art like aikido, judo or karate, role-playing,
simulation, animation programs, etc.
A few relevant websites are:
www.bestonlinerpggames.com/
www.eyezmaze.com/grow/RPG/index.html
www.martialarts.org/
http://webquest.org/index.php
Interpersonal Intelligence

• Collaborative Mark-ups: Twiddla is also excellent for learners who benefit from the
collaborative study.
• Social Media: Websites like Twitter and Facebook make it easy to collaborate with students
in other cities and even countries. They can also help learners keep discussions going outside
class.
Intrapersonal Intelligence

• Blog: Learners could benefit from sharing reflections and ideas in blog format.
• Podcasts:: Learners may enjoy doing podcasts, allowing them to work alone but still engage
with the rest of the class by producing something for everyone’s benefit.
A few relevant websites are:
www.learningmeditation.com/room.htm
https://www.wildmind.org/

Conclusion:
Technology is an incredible tool for engaging with various forms of intelligence. From the
design of a video to its music, action, scripting
scripting,, and collaborative aspects, it can provide a
plethora of learning opportunities for diverse learners. It has the ppower
ower to cater to many
different intelligences, allowing individuals to gain an in
in-depth
depth understanding of a particular
subject.

Questionnaire

I have created a questionnaire to explore the topic of ICT and multiple intelligences.

The results of the question show that there is no clear majority for any one type of
intelligence. Naturalist and Bodily
Bodily-Kinesthetic
Kinesthetic are the most common intelligences, each
making up 21.4%. Linguistic, Intra
Intra-personal,
personal, and Interpersonal are the next most common
intelligences, each making up 14.3%. Logical
Logical-mathematical
mathematical and Existential are the least
common, each making upp 7.1%. This indicates that the participants have a wide range of
intelligences, which could potentially be tapped into through ICT.
The results of the question show that all of the participants believe that ICT tools can be
effective in helping students learn across multiple intelligences. This indicates that there is a
strong belief that ICT tools can be harnessed to help students learn, regardless of their
intelligences. This could be extremely beneficial in crcreating
eating an environment where all
students, regardless of their innate intelligences, can learn and grow.

The results of the question show that the majority of participants believe that ICT tools can
help to develop students’ multiple intelligences. This iindicates
ndicates that there is a strong belief that
ICT tools can be used to help students learn and grow across multiple intelligences, with
85.7% of participants responding positively.

Q4: What strategies do you use to ensure that ICT tools are effectively used iin the
classroom when addressing multiple intelligences?

The results of the question show that there is a variety of strategies that participants use to
ensure that ICT tools are effectively used in the classroom when addressing multiple
intelligences.

When using ICT tools in the classroom to addres

addresss multiple intelligences, it is important to
ensure that the tools are appropriate for the student's level of understanding and to provide
clear instructions on how to use the tools. Additionally, ICT tools should be used in
combination with other teaching strategies, such as discussion, hands-on on activities, and
real-world examples, to ensure that the students can engage with the material and develop
their multiple intelligences.

Q5: How have you used ICT tools to support the development of multiple intelligences
in the classroom?

The answers to this question highlight a variety of ways in which ICT tools have been used
to support the development of multiple intelligences in the classroom. Some examples
given include using online tools such as Kahoot and Quizlet to promote collaboration and
critical thinking, using video conferencing tools such as Zoom for virtual field trips and
guest speakers, using video-editing tools such as WeVideo to create multimedia
presentations, and using coding tools such as Scratch to teach problem-solving and creative
thinking. Additionally, some answers mention using audio tapes for auditory students,
videos and pictures for visual learners, and visual aids such as PowerPoint for students who
learn better with visual aids. Overall, the answers demonstrate a variety of ways in which
ICT tools can be used to support the development of multiple intelligences in the
classroom, including interactive activities, multimedia presentations, and opportunities for
hands-on learning.

Q6: If you have used them... Do you find it difficult to use ICT tools to address all of
the different multiple intelligences?

The results of the question show that participants do find it difficult to use ICT tools to
address all of the different multiple intelligences. Participants noted the importance of
providing a variety of ICT tools and activities to ensure that all students can engage with
the material in a meaningful way. They also highlighted the importance of targeting two or
three types of intelligences at a time, and of mastering the use of ICT tools to ensure that
all students can benefit from them. This indicates that there is an understanding of the
challenges of using ICT tools to address multiple intelligences, as well as an awareness of
the strategies that can be used to ensure success.
References

Bakić-mirić N. Implementation of multiple intelligences theory in the English language

course syllabus at the University of Nis Medical School. Srp Arh Celok Lek. 2010;138(1-
2):105-10.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, NY:
Basic Books.

Learning-styles-online.com. (n.d.). Logical / Mathematical Learners. Retrieved April 29,

2020, from https://www.learning-styles-online.com/overview/logical-maths/

Levine SC, Ratliff KR, Huttenlocher J, Cannon J. Early puzzle play: a predictor of
preschoolers' spatial transformation skill. Dev Psychol. 2012;48(2):530-42.
doi:10.1037/a0025913

Shelly, G. B., Cashman, T. J., Gunter, G. A., & Gunter, R. E. (2006). Digital media: The
power to capture the learner's attention. Journal of Educational Technology Systems, 34(3),
221–236. https://doi.org/10.2190/ET.34.3.b

Singh Y, Makharia A, Sharma A, Agrawal K, Varma G, Yadav T. A study on different forms

of intelligence in Indian school-going children. Ind Psychiatry J. 2017;26(1):71-76.
doi:10.4103/ipj.ipj_61_16

Sternberg RJ. Intelligence. Dialogues Clin Neurosci. 2012;14(1):19-27.

Wechsler, D. (2008). Intelligence: Its nature and measurement. In C. R. Reynolds & R. W.

Kamphaus (Eds.), Handbook of psychological and educational assessment of children (pp. 3-
25). New York, NY: The Guilford Press.