A more detailed explanation of each intelligence and its incorporation into educational technology is needed.

This is done in order to show that indeed a synthesis of this learning theory and educational technology is not only possible but is a marriage made in heaven.

Linguistic Learners What makes a linguistic learner stand out is their ability to excel in oral and written communication (Gardner et al., 2006).With the linguistic learner, content is developed using explanations, descriptions, highlighted keywords, term definitions and audio recordings (Kelly, 2008). The goal is to create meaning in the mind of the student through utilization of MI. An illustration of a successful synthesis comes from the English IV classes at Columbia Central High School in Columbia, Tennessee. The school as a part of all English classes uses blogs to facilitate in-depth group discussions, peer feedback, class notes, and highlights of exemplary student work (Kuhn, 2008). Student scores have increased and student buy-in to the learning process has increases as well.

LogicalMathematical The logical-mathematical learners meaning is developed using numbers, pattern recognition, relationships, questioning, and exploration. Logical learners work best with tangible inquirybased projects and are results driven (Kelly et al., 2008). These students enjoy being presented with a problem and then given resources to solve it. Technologies that can benefit them most are databases and spreadsheets. At JFK Middle School in Bethpage, New York, students use laboratory probeware and wireless laptops to conduct experiments in and out of the lab on the acidity of local rainfall. This allows the students to analyze the data using spreadsheets and propose solutions for any problems they may find (Kuhn et al., 2008). Spatial Spatial learners are extremely visual. They have an ability to create and manipulate mental images in order to solve problems (Gardner et al., 2006). These students look to artists and architects for inspiration. Creativity is the key for these learners and they too are results driven. They enjoy digital and video-camera projects. Computer-aided design and paint programs can also maximize their potential. (Kelly et al., 2008) Norcross High School in Norcross, Georgia, mathematics and science students use spatial intelligences to deepen their understanding and evaluate different permutations of mathematical and scientific concepts. They do so with the aid of an integrated whiteboard system and interactive visual applications from Explore Learning (Kuhn et al., 2008).

Musical Musical learners focus on listening and creating rhythms and patterns. They express themselves through auditory means (Gardner et al., 2006). Musical learners benefit most from interactive books, video and audio recordings, and audio notations. These learners adapt well to cross-curricular projects that can incorporate music (Lamb, 2004). There are a myriad of audio editing programs available to synthesis this aspect of this learning theory into technology. Audacity is a free audio editing program for the PC while Garage Band is free for the Mac users. To incorporate this intelligence into a lesson of the French Revolution teacher Brad Joseph (2008) had his students who are musical learners; write a rap about the careers of famous French revolutionary figures as a learning activity using Garage Band.

BodilyKinesthetic Kinesthetic learners are acutely aware of the roles their bodies play in their learning. Their ideas are best expressed through movement (Lamb et al., 2004). In a Reign of Terror simulation, Joseph (et al., 2008) uses a random number generator to show students just how unstable and arbitrary justice was during the Reign of Terror of the French Revolution. Each student comes up and clicks a button on the teachers computer which is projected on a screen to decide their fate. Students may get the same fate and be accused of the same crime, but one will head toward the guillotine and the other will be given a position in government. A numbered index card is given to them with their fate. Students who have received the guillotine card go to one side of the room, and those who are safe to go to the opposite side of the room. Each student reads his or her card aloud. This lesson uses bodily-kinesthetic intelligence. The students are able to use their mental abilities to coordinate ones bodily movements. This intelligence challenges the belief that mental and physical activities are unrelated. Any simulation duplicates part of the real-life physical situation.

Interpersonal Interpersonal learners are the talkers or social butterflies in a classroom. They are extremely social and are remarkably aware of the feelings of others and motives (Gardner et al., 2006). They are also especially good at initiating discussions with other students. Presentations, e-mail projects, and videoconferencing motivate these students (Lamb et al., 2004). A class activity discussed above provides a wonderful example of the utilization of this intelligence in classroom instruction. The English IV classes at Columbia Central High School use blogs. The in-depth group discussions and peer feedback cater to the social aspect of these learners (Kuhn et al., 2008).

Intrapersonal Intrapersonal learners are intensely self-aware. They are notoriously self-motivated metacognitive learners (Gardner et al., 2006; Lamb et al., 2004). These students express their thoughts and feelings in an ordered way. Blogging, concept mapping such as the software application called Inspiration, and research using the Internet are an excellent technology synthesis for these students. The final products from these students can vary. The key is to have a lesson or activity in which this type of learner has the opportunity to explore their own feelings and motivations about a topic (Joseph et al., 2008).

Naturalistic Naturalistic learner learns best by making connections between how content interacts with the natural world (Gardner et al., 2006). Cameras are an excellent technology resource for these students. They take pride in recording and presenting the natural world (Lamb et al., 2004). One example of synthesizing this intelligence and technology comes from American Academy in Lone Tree, Colorado. The class uses a Bug Catcher Game from the Museum of Victoria in Australia to learn about and classify insects locally and from around the world using a digital camera and the Internet (Kuhn et al., 2008). Once the students have gathered data, they can catalog it for future use. Access databases and spreadsheets allow naturalists to not only present what they have found but also create a tangible product to present for those who come after them (Gen, 2000). Existentialist The existentialist is the newest intelligence. These learners focus on the big picture and why the world operates the way it does (Gardner et al., 2006). The best technologies to use with these learners are communication and problem-solving applications (Gen et al., 2000). The nature of technology is existential. Use of technology continues to evolve how we look at ourselves. Students with a strong existential intelligence enjoy a Web 2.0 project. These students can research how Internet collaboration is changing the world around them. Other strong intelligences for existentialists are usually naturalistic, spatial, or logical (Lamb et al., 2004).

Technology and Multiple Intelligences - Verbal/Linguistic

These "word smart" people learn best through language including speaking, writing, reading, and listening. They are able to verbally or in writing explain, convince, and express themselves. They enjoy writing and creating with words. They would also enjoy e-books, interactive books on CDROM, and other text-based software.

Roles: They enjoy being the secretary, taking notes, and using the word processor. They would enjoy organizing the group's text and putting the project together. They enjoy the researching, listening, reading, and writing aspects of a research project.

Technology Tools

Web development tools - sharing a poem, myth, legend, news article PDF files Word processing (Word, Appleworks) - writing, rewriting, process writing o Brainstorming, listing, review terms, writing definitions, listing ideas o Writing a video script Voice annotation in word processing Using comments in word processing Desktop publishing (Publisher, Pagemaker) - the text aspect, bookmaking Desktop presentation (PowerPoint, Astound) - the text organization aspect Story-creation software (poems, essays, letters) Multimedia authoring (HyperStudio) - the text aspects Audio recorders and digitizers - recording oral histories and interviews Video recording - text aspect o storytelling, news program, interview, scripting, choral reading, retelling, o speaking, debating, dramatizing Email Discussion lists and forums - discussing, debating Social networks Chats Reading and interpreting web information Electronic reference tools - encyclopedia, dictionaries CD-ROM Interactive books on CD, e-books, and text-based software

Technology and Multiple Intelligences - Logical/Mathematical

These "number smart" people learn best through numbers, reasoning, and problem solving. They are able to create and manipulate visuals and create mental pictures from many perspectives. They like to weigh, measure, calculate, and organize data. Give students opportunities to create or manipulate data they find on the Internet. Provide them with a video camera to record their scientific experiment. Get them to use other intelligences in their sharing of data such as making an analogy or debating an issue. Roles: They enjoy collecting data, conducting experiments, and solving problems. Creating spreadsheets, databases, charts, and other data organization and calculation projects would be their contribution to a group. They enjoy problem solving, measuring, sequencing, predicting, experimenting, classifying, and data collection aspects of a research project.

Technology Tools

Organizational tools (databases, calendars) Calculation tools (spreadsheets) Online calculation tools and utilities Scientific equipment (probes) Science and math software Spreadsheets Statistics Graphing calculators and software Multimedia authoring (HyperStudio) - show results, animate Videotape - experiments, demonstrations, data gathering Animation - demonstrate an experiment Desktop presentation (PowerPoint) - show results Online data collection Problem solving software Webquests Computer-aided design - for problem solving Strategy, logic, and critical thinking software

Technology and Multiple Intelligences - Visual/Spatial

These "picture smart" people learn best visually and tend to organize their thinking spatially. They like to think and create pictures. They are also drawn to information that is presented in a visual form. Encourage students to combine visual elements such as editing photographs or enhancing line drawings. Encourage them to add other intelligences such as written or oral descriptions or discussions. Ask them to make visual metaphors and stories. Roles: They would enjoy illustrating the project, identifying the visuals, color-coding the presentation, and creating the storyboard for the project. They enjoy identifying project visuals and visualizing aspects of a research project.

Technology Tools

Photo sharing websites Comics and Sequential art CAD - Computer-Aided Design Animation software Puzzle building tools Draw programs - Illustrator, CorelDraw Paint programs - Photoshop, Paint, KidPix, AppleWorks Timeline making - Tom Snyder's Timeliner Imaging software - Fireworks

Desktop publishing (Publisher, Pagemaker) - layout aspect Desktop presentation (PowerPoint, Astound) - visual layout aspect Computer-generated charts, graphs, and tables (Graph Action; Graph Club) Spreadsheets for charts and graphs Web development tools Digital drawing pads 3D and morphing software Multimedia authoring (HyperStudio) Map making tools (Tom Snyder's Mapmaker) Video conferencing Scrapbooking, photo albums, and slide shows: oral history projects Visual information materials: photographs, clipart, charts, graphs, tables Color-code projects and ideas Match pictures to vocabulary words Websites with visual organizers or use color Visual Artwork Computer-generated Board Games Scanner Digital Camera Concept Mapping Tools and Diagrams (Inspiration & Kidspiration)

Technology and Multiple Intelligences - Bodily/Kinesthetic

These "body smart" people learn best through physical activity such as dance, hands-on tasks, constructing models, and any kind of movement. They are able to manipulate and control objects, as well as express their ideas through movement. Give these students a video camera and let them record their movement such as a wood working activity or a skit. Add other intelligences such as taking still pictures and writing about the steps in the process. Roles: They like to create and move around. Get them involved with gathering and organizing physical materials, keyboarding, acting out roles, or manipulating objects. They would like to run the camera, operate the mouse, or take the pictures.

Technology Tools

Keyboarding, mouse, joystick, and other devices for movement Scientific probes and microscopes Video production - skits, dances, sports, role playing, demonstrations Animation - Macromedia Flash Claymation - sequence of movement Handheld Palms and Alphasmart - you can carry them everywhere Virtual Field Trip - using and creating Lego Logo and Robotics - other construction kit projects Digital still and video cameras - skits, plays, role playing, demonstrations Virtual worlds

Technology and Multiple Intelligences - Musical/Rhythmic

These "music smart" people learn best through sounds including listening and making sounds such as songs, rhythms, patterns, and other types of auditory expression. They are able to use inductive and deductive reasoning and identify relationships in data. Provide students with audio and video recorders to capture their musical expressions. Ask them to choose appropriate music to go with a slide show, artwork, or poem. Create and record hand-made instruments. Add other intelligences such as drawing patterns of music or writing about music and sounds. Roles: They like to choose and compose music for multimedia presentations. They like to see and hear patterns, so they may be good at sequencing a presentation. They are good listeners, so ask them to look for things that might be missing after watching a videotape.

Technology Tools

Video and audio recorders - digitize singing, musical instruments Sound and music files Music clips Music generation software Animation - Macromedia Flash Music composition software DVDs and CD-audios Interactive books with audio elements Audio notation in word processors Music sharing sites

Technology and Multiple Intelligences - Intrapersonal

These "self smart" people learn best through metacognitive practices such as getting in touch with their feelings and self motivation. They are able to concentrate and be mindful. Provide tools to help students "think about their thinking" through writing, diagraming, or recording ideas. Roles: They are good at setting and pursuing goals and assessing work. They are good at working independently toward a group goal.

Technology Tools

Computer-based journaling Concept maps (Inspiration and Kidspiration) - idea webs Problem solving software - self paced software Internet research - self paced

Word processing - brainstorming, diaries, journals Video projects - record personal ideas Multimedia portfolios Blogs

Technology and Multiple Intelligences - Interpersonal

These "social smart" people learn best through interaction with other people through discussions, cooperative work, or social activities. They are able to create synergy in a room by being aware of the feelings and motives of others. Roles: They are good at rallying the group together and getting discussions going. They are good at teaching other members of the group and coordinating activities. In a group project, they are good at peer editing.

Technology Tools

Blogs Email projects Chat Word processing - chain writing, group editing, peer writing, brainstorming Listservs Forums and discussions Video and teleconferencing Group decisions software - Tom Snyder's decision Social networks Webquests with collaborative elements Video recording - sharing with others through skits, debates, role plays Collaborative computer software or games Group presentations (PowerPoint) Telecommunications projects - Flat Stanley Peer tutoring Virtual worlds

Technology and Multiple Intelligences - Naturalist

These "nature" people learn best through the interactions with the environment including outdoor activities, field trips, and involvement with plants and animals. They see the subtle meanings and patterns in nature and the world around them. They are able to adapt. Roles: They could enjoy field trips that involve observation and recording the world around them.

Technology Tools

Audio and video cameras - record natural world Digital cameras - record natural world, field trips Word processing - journaling, natural information Data organization and calculation (database, spreadsheet) - observations Desktop presentations (Powerpoint) - show tends and changes over time Use microscopes and probes - nature up close Geocaching - GPS

Existentialist

A new intelligence is existentialist. These "wondering" people learn best through seeing the "big picture" of human existence by asking philosophical questions about the world. Technology tools include email, chat, listservs, teleconferencing, and other interactive communication tools to help students address their questions.

Activity Chart for Multiple Intelligences Use storytelling to explain Conduct a debate on Linguistic Write a poem, myth, legend, short play, or news article Intelligence about Create a talk show radio program about Conduct an interview on Translate into a mathematical formula Design and conduct an experiment on LogicalMake up syllogisms to demonstrate Mathematical Make up analogies to explain Intelligence Describe the patterns or symmetry in Others of your choice Create a movement or sequence of movements to explain Make task or puzzle cards for Bodily-Kinesthetic Build or construct a Intelligence Plan and attend a field trip that will Bring hands-on materials to demonstrate Chart, map, cluster, or graph Create a slide show, videotape, or photo album of Visual Intelligence Create a piece of art that demonstrates Invent a board or card game to demonstrate Illustrate, draw, paint, sketch, or sculpt Give a presentation with appropriate musical Musical Intelligence accompaniment on Sing a rap or song that explains

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalist Intelligence

Indicate the rhythmical patterns in Explain how the music of a song is similar to Make an instrument and use it to demonstrate Conduct a meeting to address Intentionally use social skills to learn about Participate in a service project to Teach someone about Practice giving and receiving feedback on Use technology to Describe qualities you possess that will help you successfully complete Set and pursue a goal to Describe one of your personal values about Write a journal entry on Assess your own work in Create observation notebooks of Describe changes in the local or global environment Care for pets, wildlife, gardens, or parks Use binoculars, telescopes, microscopes, or magnifiers to Draw or photograph natural objects

Multiple Intelligences Chart

How do you ensure all of your students' intelligences are being tapped? Here is a list of activities that speak to each intelligence. Verbal-Linguistic Logical-Mathematical Visual-Spatial Bodily-Kinesthetic

choral speaking declarizing storytelling retelling speaking debating presenting

problem solving measuring coding sequencing critical thinking predicting playing logic games

graphing photographing making visual metaphors making visual analogies mapping stories making 3D projects

hands on experiments activities changing room arrangement creative movement going on field trips physical education activities

reading aloud dramatizing book making nonfiction reading researching listening process writing

collecting data experimenting solving puzzles classifying using manipulatives learning the scientific model using money

painting illustrating using charts using organizers

crafts dramatizing using cooperative groups dancing

visualizing sketching patterning visual puzzles

writing journals using geometry

Musical Interpersonal

Intrapersonal

Naturalistic

humming rapping playing background music patterns

classroom parties peer editing cooperative learning sharing group work

personal response individual study personal goal setting individual projects journal log keeping personal choice in projects independent reading

reading outside cloud watching identifying insects building habitats identifying plants using a microscope dissecting going on a nature walk build a garden

form forming clubs playing instruments peer teaching tapping out poetic rhythms rhyming singing social awareness conflict mediation discussing studying the stars cross age tutoring bird watching study group collecting rocks brainstorming

making bird feeders going to the zoo

Multiple Intelligences and Computers

"Computers can be a valuable and vital tool when combined with Gardner's Seven Multiple Intelligences to enable educators to reach students with a variety of learning styles." (Davis, 1991) There are a variety of ways that each of the Multiple Intelligences can be trained and supported by the use of computers:

Linguistic: One easy way to incorporate the use of computers is to utilize word processing programs. These can help teach language, writing, editing, and rewriting skills. The Internet has facilitated communication and proven to be a valuable tool in language learning through e-mail, IRC, MUDs and MOOs. Logical-Mathematical: There are a variety of computer programs that teach logic and critical thinking skills, even in game formats which can be motivating to students. There are many drill and practice type programs that give experience in a variety of areas in math. Database programs can help students explore and organize data and information. Intrapersonal: The computer can help students develop individual skills, allowing for differences in learning styles and abilities. Some students may require extra help in content areas, and computer aided instruction can offer them that additional instruction. One of the most important benefits of computer aided instruction is that it allows students to work at their own pace. Spatial: Graphics programs can help develop spatial perceptions and help develop creativity by allowing students to create their own designs. There are programs that help students visualize mathematical concepts. Students develop a sense of direction by navigating through a program since the computer often shows only one area of section at a time. Browsing the Internet and organizing files, folders, and directories on a computer involve some spatial understanding. Musical: There are many programs that help students write or play music. Music is often used in computer programs to get attention or interest. Bodily-Kinesthetic: Using a computer requires eye-hand coordination. Students have contact with the keyboard, mouse, joystick and other devices. Working on a computer requires students to be actively involved in their learning. Interpersonal: Students can work with others on the computer, in groups of two to four would be ideal group sizes. This reinforces skills such as cooperation and communication. The computer encourages cooperative learning in any subject area.