|
EDT 6020 
Annotated Articles by Elaine McQuillin |
| 1. | Armstrong,T.(1994). Multiple intelligences: seven ways to approach
curriculum.
Educational Leadership. Retrieved January 17, 2002 from http://www.thomasarmstrong.com/articles/7_ways.htm |
| Thomas Armstrong discusses the theory of multiple intelligences and how these intelligences are used as he cites a lesson about telling time to first grade students. He continues justifiying the practice of multiple intelligence learning techniques throughout students' school careers since these intelligences actually become more pronounced as children develop. He feels lessons containing this learning style can be a blueprint for success in school and life. |
| 2. | Veenema, S., & Gardner, H. (1996). Multimedia and multiple intelligences.
The American Prospect, 7. Retrieved January 17, 2002 from http://www.prospect.org/print/V7/29/veenema-s.html |
| This article describes how technology can enhance and target the multiple intelligences students possess. Technology such as CD-ROMS's are capable of presenting both pictorial and textural renderings that can add other dimensions besides the single narrative offered in textbooks. Such experiences can offer a more rounded understanding of lesson content so that more success with much larger numbers of students is achieved. |
| 3. | Hein, G. (1991). Constructivist learning theory: the museum and
the needs of people.
Institute for Inquiry. Retrieved January 17, 2002 from http://www.exploratorium.edu/IFI/resources/constructivistlearning.html |
| The author cites ideas and information about constructivism and reflects about how to implement this learning style into more meaningful museum experiences. The principles of constructivism, where learners construct meaning as they learn, appeal to our modern views of learning and knowledge, but conflict with traditional museum practices. Time is an issue since learning is not instantaneous. |
| 4. | Kearsley, G. & Shneiderman, B. (1999) Engagement theory:
a framework
for technology-based teaching and learning. Retrieved January 17, 2002 from http://home.sprynet.com/~gkearsley/engage.htm |
| From the authors' teaching experiences in electronic and distance education environments, the engagement theory emerged as a new paradigm for learning and teaching in the information age. This theory has much in common with the constructivist approach since both emphasize meaningful learning. The main premise of engagement theory is to facilitate all aspects of engaged learning : creating, problem solving, reasoning, decision-making and evaluation. |
| 5. | Cogito: the cognitive paradigm. Retrieved January 17, 2002 from
http://www.educ.drake.edu/romig/cogito/cognitive_paradigm.html |
| This article addresses the need to reform American education from a behavioral paradigm environment to a cognitive paradigm. The article further states that if the students are taught solely through behavioral response, learning, creativity and applying learned information is shortchanged. Students need to be able to explore and become the active players in the learning process, so that they can be better prepared to contribute in the adult world. |
