For Tech Leaders

• Guided Practice: application

of specific skills with support,
interaction, and feedback
• Independent Practice: use of specific
skills to reach an identified goal

T
he software market has grown
• Assessment: evaluation of student
exponentially in the past 20
mastery of specified skills and
years as the demand for a wide
concepts through appropriate tasks
range of applications has increased.
• Heuristic: learning activities that
Educational software in particular has
require problem-solving skills and
become a viable market as educators
provide for more than one strategy
and parents alike have sought titles that
to successfully complete the tasks
meet the learning needs of children. Be-
• Productivity: used for writing,
cause market forces dictate so much of
composing, organizing, sorting,
what is published, it is easy to locate
calculating, drawing, painting,
titles by content area and high-interest
and publishing
topics. But, we as educators have a re-
sponsibility to examine applications in • Simulation: providing a vicarious
terms of their effectiveness in an in- experience for the students through
structional setting. electronic means
I begin by categorizing software Making use of these categories helps
and seeing how these categories relate assess the strengths and deficits of a
to Bloom’s Taxonomy of Educational school’s software collection. However,
Objectives (Bloom & Krathwohl, approaching the process of evaluating
1956) and Gardner’s (1983) theory and selecting instructional applications
of multiple intelligences (MI). Then through these categories disregards the
I take you through a software inven- consideration of the learner in the in-
tory and provide a classroom-based structional design process. Looking at
example to help you address MI each software category in terms of cog-
with technology tools. nition can further reveal which paths
to learning a specific software title truly
Categorizing Software supports. Consider Table 1, which
The first attempt at accomplishing this brings into play both MI (Figure 1)
Subject: Multiple intelligences, analysis was to categorize software by and Bloom’s taxonomy (Figure 2).
Bloom’s taxonomy, evaluating identifying the primary instructional Certainly, software can be designed
software to build the various function of each application. Consider
that addresses more intelligences or
intelligences and thinking skills these categories of software:
higher levels of thinking than those
Audience: Technology coordinators, • Tutorial: offering content, concepts, identified here, but in isolation these
library media specialists, teachers, and skills with the opportunity for are the minimum attributes for each
teacher educators, administrators their application software category.

Grade Level: K–12 (Ages 5–18)

Technology: Educational software

Standards: NETS•T II; NETS•A II

([Link]/standards/)

Supplements: [Link]/LL/

54 Learning & Leading with Technology Volume 30 Number 8

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 For Tech Leaders

Consider the implications of break-

Table 1. Software Categories by Intelligence and Level of Thinking
ing down software in this way: Tutorial
and Assessment applications address at Software Category Intelligences Level of Thinking
least the logical and verbal intelligences
at the lowest levels of Bloom’s taxono- Tutorial Logical Knowledge
my. Can’t these applications involve vi- Verbal Comprehension
suals, auditory effects, and other extras?
Of course. But look at the process these Assessment Logical Knowledge
applications take the learner through to Verbal Comprehension
accomplish a task. They tend to be very
linear and depend on a learner’s ability Guided Practice Logical Knowledge
to recall, restate, or identify. Verbal Comprehension
Guided and Independent Practice Musical Application
applications bring in the musical and Naturalist
naturalist intelligences. In these kinds
of software, students are invited to Independent Practice Logical Knowledge
find and apply patterns and make Verbal Comprehension
sense of content in different contexts. Musical Application
This brings into play Bloom’s Applica- Naturalist Analysis
tion level in Guided Practice and both Intrapersonal
the Application and Analysis levels in
Independent tasks. Heuristic Logical Knowledge
Heuristic and Simulation software
Verbal Comprehension
add the emotional intelligences: inter-
Musical Application
personal and intrapersonal. In problem
Naturalist Analysis
solving, this allows for the use of indi-
Intrapersonal Synthesis
vidual values and attitudes and the op-
Interpersonal
portunity to participate in group col-
laboration. In simulations, students can
Simulation Logical Knowledge
also be engaged through the visual and
existential intelligences. Use of these in- Verbal Comprehension
telligences is critical when students Musical Application
place themselves in a virtual environ- Naturalist Analysis
ment and apply their knowledge and Intrapersonal Synthesis
skills to successfully complete tasks. Interpersonal
Both Heuristic and Simulation applica- Visual
tions promote Bloom’s Synthesis level Existentialist
as students generate possible solutions Kinesthetic
to identified challenges.
Productivity software includes all Productivity Logical Knowledge
of the intelligences including the kines- Verbal Comprehension
thetic, as students manipulate various Musical Application
tools to create their own original prod- Naturalist Analysis
ucts. Response to one another’s work Intrapersonal Synthesis
stimulates the existential and emotional Interpersonal Evaluation
intelligences at the Evaluation level of Visual
Bloom’s taxonomy. Productivity appli- Existentialist
cations can be the most useful in ac- Kinesthetic
commodating all the intelligences in

May 2003 Learning & Leading with Technology 55

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For Tech Leaders
your classroom, because your students
Verbal/Linguistic: Traditionally one of the heavily emphasized intelligences in the
classroom. It has been valued because it matches the way we traditionally have can use productivity applications ac-
taught: lecture, recitation, textbooks, and board work. It includes the ability to cording to their own unique distribu-
express oneself orally and in writing, as well as the ability to master foreign tion of the intelligences.
languages. Of course, the identified intelli-
Logical/Mathematical: Also highly valued in traditional instruction. It is not simply gences stimulated by any software are
the intelligence of mathematics but of logic and reasoning. This intelligence allows dependent on the context in which an
us to be problem solver s. It seeks structure in the learning environment and application is used. A tutorial applica-
thrives on sequenced, orderly lessons. In the traditional classroom, students are tion can be used to stimulate a number
asked to conform to the teacher’s instructional approach, and this intelligence of intelligences if it is used in consort
allows them to do so. with other instructional tasks. Likewise,
Visual/Spatial: Provides for spatial reasoning through the use of charts, graphs, a productivity tool can be used as mini-
maps, tables, illustrations, ar t, puzzles, costumes, and many other materials. As mally as a word processor stimulating
educators, we are instinctively aware of this intelligence. The visual/spatial the verbal intelligence to show student
intelligence allows students to picture ideas and solutions to problems in their understanding of vocabulary words at
minds before they are able to verbalize them or put them into practice.
the Knowledge level. Context is the de-
Bodily/Kinesthetic: The intelligence of active learning. The kinesthetic intelligence is fining standard in evaluating and select-
promoted through fine and gross motor activities, such as manipulative learning ing software. The categories I have sug-
centers, science labs, active games, and dramatic improvisations. Students with a
gested here are meant in general terms
strong bodily/kinesthetic intelligence may tend to seem overactive in the tradi-
tional classroom, but they thrive in hands-on learning environments.
only and can be modified based on
your particular instructional technology
Musical/Rhythmic: The intelligence of patterns, including songs, poetry, instruments, practices.
environmental sounds, and response to rhythms. By picking up the patterns in On the other hand, there is a temp-
different situations, learners are able to make sense of their environment and
adapt successfully. Note that this is not exclusively an auditor y intelligence; it can
tation to be all-inclusive in matching
include all kinds of patterns. software to learner. If you sit there and
think about it long enough, any strat-
Intrapersonal: The intelligence of feelings, values, and attitudes. The intrapersonal
egy or application can accommodate
intelligence helps the learner make an affective connection with the curriculum.
Children who ask, “Why do I need to learn this?” or “Is this policy fair?” are
any level of thinking or intelligence
exercising their intrapersonal intelligence. It is the part of us that expects with enough contortions and forced
learning to be meaningful. connections. Bloom and Gardner de-
scribe human cognition in its natural
Interpersonal: The intelligence that provides for social learning in all its forms.
Interpersonal intelligence requires social interaction in order to make sense of state as it actually functions within the
learning. Students with a strong interpersonal tendency may have been labeled learner. The connections we make to
“too talkative” in the traditional classroom. They thrive in cooperative groups
where they work with partners, and even in whole-group instruction where Knowledge: Define terms from
they are free to ask, discuss, and understand. rote memory
Naturalist: The intelligence of categories and hierarchies. While the naturalist Comprehension: Complete a task
intelligence does include the study of plants, animals, and other sciences, consider and explain how he or she did so
the processes that these disciplines promote: classification, categorization, and
hierarchical frameworks. Biologists, botanists, zoologists, archaeologists, and Application: Select appropriate
geologists have been classifying and categorizing for centuries by using their methods to solve problems and
naturalist intelligence. implement them effectively

Existential: The human response to being alive in all ways. It can include aesthetics, Analysis: Solve problems and
philosophy, and religion and emphasizes the classical values of beauty, truth, and explain how he or she did so
goodness. The existential intelligence allows students to see their place in the big
Synthesis: Employ learned pro-
picture, be it in the classroom, community, world, or univer se. Gardner is still not
cesses in a new or unique context
satisfied that he has enough physiologic brain evidence to conclusively establish
this as an intelligence, but he has been considering establishing it as the ninth Evaluation: Select the best solution
intelligence. I am including it here for the purposes of our discussion. After all, to a problem based on established
who has not obser ved this intelligence in their classroom? criteria

Figure 1. MI overview. Reprinted from Multiple Intelligences and Instructional Technology: Figure 2. Overview of Bloom’s Taxonomy of
A Manual for Every Mind, copyright © 2002, ISTE. Educational Objectives.

56 Learning & Leading with Technology Volume 30 Number 8

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 For Tech Leaders
the intelligences should be just as natu- this software. Certainly Kid Pix could self. It should be part of a larger instruc-
ral and logical; not forced or contrived. have a logical or interpersonal compo- tional approach that will help address
If you’re going to force connections to nent to it if the lesson is designed to ac- a variety of intelligences in your class-
the intelligences so that you can claim commodate those specific intelligences, room. This means you will want to set
your instruction is all-inclusive, you’re but that isn’t what you’re evaluating in up the context for using the software
only making the effort to justify the an inventory. The point is to determine before introducing it to students and
way you’ve always taught. Why bother? the intelligences each application sup- provide follow-up activities that extend
Once you start down the road of put- ports on its own merits before instruc- and enrich the learning experiences it
ting the learner first in instruction, you tion takes place. In completing an MI provides. This practice of offering pre-
make an implicit commitment to your- software inventory, you can identify software activities, then learning experi-
self to be honest, to be open to new those intelligences that need to be con- ences with the software, and following
possibilities, and to be willing to sidered in future software purchases. up with post-software experiences that
change. Another way to evaluate software is allow for accommodation of multiple
through its Content, Interface, Design, intelligences will be referred to here as
Inventorying Your Software and Documentation features. (Editor’s the PEP model (Pre-software, Experi-
The best way to know what software note: Read more about these evaluation ence, Post-software). It can come in
you have and how it is used is to take a criteria in the supplements at [Link]. many shapes and sizes, but the intent is
software inventory. Get a master list of org/LL/.) always the same: to infuse the technol-
software library titles and plug them ogy into your instruction so thoroughly
into a table that considers each applica- Getting Peer Recommendations that it becomes a vital piece in the
tion by Gardner’s MI model (Table 2). Often, you will want to know which learning process.
It is important to only check off software titles have already been class- Consider Accelerated Reader. It’s
those intelligences that are primarily room tested and are the popular choice quite easy to have the software in place
stimulated by each application’s of teachers for instructional use. To this and tell your students to read books
affordances. Accelerated Reader, for end, I have pulled together a listing of and take quizzes, relying on the soft-
example, primarily stimulates the verb- software applications by intelligence ware to keep track of each student’s per-
al and logical intelligences through its that have been rated the best by educa- formance. But that leaves Accelerated
emphasis on reading comprehension tors from around North America. Table Reader as an extraneous task in your
and its multiple choice quiz format. 3 provides an example, and the full classroom that exists on its own with-
TimeLiner, on the other hand, stimu- list is included in the supplements out any true tie-in to the meaningful
lates the logical and visual intelligences at [Link]/LL/. learning you want to provide for your
through its time line features, the musi- students each day. However, placing
cal intelligence through the patterns Using Software in the Classroom Accelerated Reader in the PEP model
one can pick up by interacting with a Regardless of the titles you select for in- suddenly provides for all kinds of con-
time line, and the naturalist intelligence struction, the proof comes in the way nections into your curriculum.
through the different kinds of catego- they are used in instruction. A software
Pre-software. Identify a monthly genre
ries and hierarchies you can create using application should not be an end to it-
to read. Discuss the characteristics of
Of course, the identified intelligences stimulated by any the genre and have your librarian put
Accelerated Reader titles that fit this
software are dependent on the context in which an genre on loan to your classroom for
application is used. your students. Work with students to

Table 2. Software Inventory by Intelligence

Verbal Logical Visual Kinesthetic Musical Intrapersonal Interpersonal Naturalist Existentialist

Accelerated
Reader

Kid Pix

TimeLiner




Oregon Trail

May 2003 Learning & Leading with Technology 57

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.
For Tech Leaders

Table 3. Sample List of Software Grouped by Intelligence

Intelligence Applications Information
Musical/Rhythmic Cubase [Link]/products/ps/cubase/mac/vst/
Finale [Link]/coda/
Introduction to Patterns [Link] (search by title)

Table 4. PEP Activities for Accelerated Reader

Pre-software Experience Post-software
Identify genre Read books in the genre Design original Accelerated Reader quizzes
Identify cumulative activity Complete Accelerated Reader quizzes Pass out Accelerated Reader points

plan a cumulative activity at the end of across the range of intelligences that university examiners. Handbook I: Cognitive do-
the month that will celebrate this genre. naturally function in the classroom. main. New York: Longmans, Green.
Gardner, H. (1983). Frames of mind.
Perhaps the videotaping of booktalks or It is the context in which you use New York: Basic Books.
asking each student to dress as a charac- software that determines its effective-
ter from a specific book in the genre ness. Integrating a software application Walter McKenzie is a teacher,
would be appropriate. Students might into instruction can be so seamless a trainer, and consultant who has
even like designing their own Acceler- part of the process that students natu- been incorporating technology
ated Reader quizzes for a book of their rally make use of it in learning and and multiple intelligences
theory into instruction over the
choice. demonstrating understanding. By con- past decade. He serves as chair
Experience. Have students select titles sidering the orientation to learning that for the Department of Instruc-
a software application supports, educa- tion at Connected University and is an instruc-
from the classroom collection of the tional technology coordinator for the Arlington
tors can more effectively evaluate and
genre and complete Accelerated Reader (Virginia) Public Schools. Thirty years ago,
select software titles that will optimally,
quizzes as they are done. Continue Walter’s use of educational technology was the
effectively promote learning. Use the instructional television programming his sixth-
studying the genre in class.
rubric in the online supplements to grade teacher brought into the classroom.
Post-software. Complete the culminat- evaluate software. Don Hall, L&L’s For Tech
ing task you and the class agreed upon Leaders column editor, is the
at the beginning of the month. Pass Resources executive director for informa-
out Accelerated Reader certificates in- Gardner, H. (1991). Multiple intelligences: tion technology with the Kent
Theory into practice. New York: Basic Books. (Washington) School District.
dicating the points each student earn-
Gardner, H. (1991). The unschooled mind: How He also currently serves as vice
ed during the process. Review the children think and how schools should teach. president for ISTE’s SIGTC.
genre and offer an extension activity New York: Basic Books. He previously held leadership roles within the
in which groups of students work on Gardner, H. (1999). The disciplined mind. New General Electric Corporation, Kentucky Depart-
writing their own stories in the format York: Simon & Schuster. ment of Education, and other public-sector organi-
Gardner, H. (1999). Intelligence reframed. New zations. Today, Don is a published author and vet-
of the genre. eran conference presenter, but 30 years ago he was
York: Basic Books.
Table 4 shows how a decidedly ver- McKenzie, W. (2002). Multiple intelligences and exploring the wonders of fifth grade and an emerg-
bal and logical software application be- instructional technology—A manual for every ing technology called the calculator.
came easily adaptable for a variety of in- mind. Eugene, OR: ISTE.
telligences simply because the teacher NETS Project. (2000). National Educational Use your multiple
Technology Standards for Students—Connect-
made the decision to plan using PEP. ing curriculum and technology. Eugene, OR: intelligences to
The unit plan included in the ISTE. respond to this
supplements online at [Link]/ Vaille, J. A. (Ed). (1998). Guidelines for the
evaluation of instructional technology article by taking
LL/ provides an example of software
resources. Eugene, OR: ISTE. the L&L reader
use in the classroom. Susan Mannas
of St. Theresa School in Austin, Texas, survey. You may even win
References
uses applications within the context of Bloom B. S., & Krathwohl, D. R. (1956). Tax- a fabulous prize! See p. 5
a larger unit to provide for rich, mean- onomy of educational objectives: The classification for details.
ingful learning for her fifth graders of educational goals, by a committee of college and

58 Learning & Leading with Technology Volume 30 Number 8

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 Online Supplement

Evaluation Criteria

In examining software, consider these Interface Design

probing questions to help you identify • Does the software intuitively adapt to • Is the software interactive and re-
strengths and weaknesses. They are bro- different intelligence strengths? Can sponsive to student input? Do intelli-
ken down into four categories: Con- the application make adjustments gences become activated through stu-
tent, Interface, Design, and Documen- based on the kinds of input it receives dent input and responses? Does the
tation. In each case, you are invited to from students, or does it simply track application make ability-level adjust-
evaluate software by a number of crite- ability level? ments based on student progress on
ria, including the ways in which it may • Are there visual, auditory, and kines- previous tasks? Are student prefer-
accommodate multiple intelligences. thetic components to the software? ences taken into consideration as the
Will students be able to navigate with application tracks them?
Content ease through a variety of different • Does it provide for a variety of intelli-
• Do the objectives stated in the soft- kinds of prompts, or do they tend to gences? Are there multiple ways to
ware go beyond the lower-level be strictly visual? Are there alternative successfully accomplish tasks in the
thinking skills? In other words, is it ways to interact with the software application, or must everyone use the
just skill, drill, and recall, or are stu- aside from the mouse and keyboard? same strategies and orientation?
dents challenged to use the material • Do the support and help functions • Is there evidence of scaffolding to
in new and different ways to practice accommodate students of different support the learner as they strengthen
mastery? intelligences? When students look for less developed intelligences? Does the
• Does the content addressed in the assistance within the application it- application provide support for stu-
software lend itself to uses across the self, is it always verbal or logical or are dents who may not feel as confident
curriculum? For example, does a there examples for kinesthetic and or comfortable completing certain
mathematics application solely ad- naturalist learners, too? Are there op- kinds of tasks because of their per-
dress an isolated math skill or does it portunities for the naturalist intelli- sonal distribution of intelligences?
have applications in other areas of gence to be stimulated through • Are there ways to extend the learning
your curriculum? strong organization of support mate- experience from the software into the
• Does this content tend to lend itself rials and the kinesthetic intelligence classroom? Can you adapt the
to the perspective of several different to be accommodated through direct application’s instructional strategies
intelligences? Is it strictly a linear, manipulation of the help interface? into classroom lessons that will rein-
logical application, or can visual and • Do the metaphors used to explain force what students are practicing?
existential learners appreciate its con- software functions address varied in- • If assessment takes place, does it
tent too? telligences? Are there only icons and match the intelligences used in in-
• Is the content adaptive to different buttons, or are there familiar contexts struction? If there is testing and/or
intelligences, even those not ad- such as storybooks, playgrounds, record keeping of skill mastery, does
dressed in the software itself? What neighborhoods, and families? it provide assessment tasks that use
are the possibilities for extending the • Is navigation throughout the software the same intelligences targeted in the
content and skills in the application global and open-ended rather than instructional tasks provided by the
into other classroom activities? linear and skill based? Do students application?
• Do explanations, definitions, and di- have lots of choices, and can they
rections accommodate different intel- make them in any order they choose
ligences? Is there more than one way without hindrance?
to learn in the application, or will it
be optimal only for verbal or logical
learners?

Learning & Leading with Technology Volume 30 Number 5

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Documentation
• Do the manual and teacher support
materials address different intelli-
gences? Is there explicit treatment of
different student orientations to
learning in the support materials that
come with the application?
• Do the manual and teacher support
materials acknowledge higher-order
thinking skills? Are there synthesis
and evaluation tasks included at the
higher end of the applications learn-
ing activities?
• Are there extension activities in-
cluded that can help address addi-
tional intelligences beyond the limita-
tions of the software? Does the
documentation include lesson plans
and/or activity sheets that can help
you transfer digital experiences into
classroom activities?
• Are there recommended resources
you can use to further enrich and ex-
tend use of the software across the in-
telligences? These can include online
activities, print materials, and even
additional software titles.
• Are there suggestions for alternative
assessment tasks? If the application
tends to provide verbal and logical
assessment tasks, does the documen-
tation also suggest other ways to as-
sess student learning?
Of course, many software companies
are not yet addressing the distribution
of intelligences across a student popula-
tion, so you probably will not see spe-
cific references to intelligences in soft-
ware documentation, per se. But with
your own multiple intelligence aware-
ness, you can identify the elements of
well-designed software that accommo-
date multiple intelligences no matter
how the publisher packages them.

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.
 Online Supplement

Software Recommendations by Intelligence

Thanks to the members of the following lists and groups who submitted titles for consideration for inclusion in this listing:
• California Educational Computing Consortium: [Link]
• Connected Teacher mailing list: [Link]
• Early Childhood Educator’s list: [Link]
• Lesley University: [Link]
• National Association for the Education of Young Children’s list (for members only):
[Link]
• The Snorkel Tech Coordinators List: [Link]

Intelligence Applications Information

Bodily/Kinesthetic CyberStretch ............................................................................ [Link]

IntelliTools (various products) ....................................... [Link]
Lego Dacta robotics products ....................................... [Link]
Mavis Beacon Teaches Typing .......................................... [Link]
Probeware Activity Kits ..................................................... [Link]

Existentialist Geodesy ..................................................................................... [Link]

Neighborhood Map Machine......................................... [Link]
SimCity ........................................................................................ [Link]
Trudy’s Time and Place House ...................................... [Link]
trudys_time_place.jhtml
With Open Eyes .................................................................... [Link] [Link]/aic/books/[Link]
CUseeMe ................................................................................... [Link]

Interpersonal Dreamweaver .......................................................................... [Link]

ICQ ................................................................................................ [Link]
Instant Messenger ................................................................. [Link]
Minnesota Multiphasic Personality Inventory ....... [Link]
Net Meeting ............................................................................. [Link]
Choices, Choices series ..................................................... [Link]
[Link]?PS=CHOCHO

Intrapersonal Decisions, Decisions series .............................................. [Link]

Feelings ........................................................................................ [Link]
Forrest Center Stage .......................................................... [Link]
Perseus Talking Walls ........................................................... [Link]
Geometer’s Sketchpad ....................................................... [Link]

Logical/Mathematical Graph Club ............................................................................... [Link]

Microsoft Excel ....................................................................... [Link]
MicroWorlds ............................................................................ [Link]
Millie’s Math House .............................................................. [Link]
millies_math_house.jhtml

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 Pre-Algebra World, Algebra World,
and Geometry World ........................................................ [Link]
Prime Time Math ................................................................... [Link]
StageCast Creator ................................................................ [Link]
Tabletop and Tabletop Jr. ................................................... [Link] (search by title)
Math & Music ........................................................................... [Link]
Cubase ......................................................................................... [Link]

Musical/Rhythmic Finale ............................................................................................. [Link]

Introduction to Patterns.................................................... [Link] (search by title)
Music Ace .................................................................................. [Link]
Sibelius ......................................................................................... [Link]
Thinkin’ Things ......................................................................... [Link]
Amazing Animals ................................................................... [Link]

Naturalist Chime Pro and ChemScape ........................................... [Link]

[Link]?uid=$uid&key=$key&id=6
Field Trip to the Rainforest Deluxe ............................. [Link] (search by title)
FileMaker Pro ........................................................................... [Link]
IHMC Concept Map Software ...................................... [Link]
Inspiration/Kidspiration ...................................................... [Link]
Sammy’s Science House .................................................... [Link]
sammys_science_house.jhtml
Stella .............................................................................................. [Link]
TimeLiner ................................................................................... [Link]
AppleWorks ............................................................................. [Link]

Verbal/Linguistic Bailey’s Book House ............................................................ [Link]

baileys_book_house.jhtml
Clicker4 ....................................................................................... [Link]
Co:Writer .................................................................................. [Link]
Write:Out Loud ..................................................................... [Link]
Microsoft Publisher .............................................................. [Link]
Dragon Naturally Speaking ............................................. [Link]
Microsoft Word ...................................................................... [Link]
Flash .............................................................................................. [Link]

Visual/Spatial Golly Gee Blocks ................................................................... [Link]

GraphMaster ............................................................................ [Link]
Green Globs and Graphing Equations ..................... [Link] (search by title)
HyperStudio ............................................................................. [Link]
iMovie ........................................................................................... [Link]
KidPix ............................................................................................ [Link]
Microsoft PowerPoint ......................................................... [Link]
NIH Image ................................................................................. [Link]
Onadime .................................................................................... [Link]
Adobe Photoshop ................................................................ [Link]
Tessellation Exploration..................................................... [Link]

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.
 Online Supplement

Unit Plan
Created by Susan Mannas, St. Theresa School, Austin, Texas.
Lesson Title: Multimedia Presentation on Animal Dissection
Teacher: Susan Mannas
Subject(s): Science
Date: September–October
Time: 14 45-minute periods
Objective(s): Each fifth-grade student will create and share a multimedia presentation comparing and contrasting the four
animals they dissected in science class.
Intelligences: Verbal, Musical, Logical, Naturalist, Interpersonal, Visual, Intrapersonal
Hardware/Software: Computer, scanner, CD burner, HyperStudio, Internet Explorer, Word, Inspiration
NETS•S 5 Students use technology tools to process data and report results.
Materials: Science binder with dissection information, Internet resources sheet, grading rubric
Intelligences: Verbal,Visual, Logical, Musical, Naturalist, Intrapersonal
Procedures

Pre-lesson: Students spent several months par ticipating in dissections of four different animals: worm, grasshopper, starfish, and
squid. They took many notes as they learned about these animals. A colleague and I created a rubric that cited the information
to be included in the presentation. Students spent time learning how HyperStudio works prior to this assignment, as well.
Lessons

Day 1: Go over rubric. Intelligences: Visual, Logical, Verbal, Naturalist

Days 2–4: Build skeleton pages, work on organization of Intelligences: Visual, Logical,Verbal, Naturalist
stack and navigational buttons

Days 2–10: Students build their stacks including the Intelligences: Verbal, Musical, Logical, Naturalist,
topics from the rubric. Interpersonal, Visual, Intrapersonal

Day 4: Introduce Web sites to collect graphics from. Teach Intelligences: Visual,Verbal, Logical
how to ask Webmaster for permission to use the graphics,
cite their references under the image they used, and to
include it on their “credits” page.

Day 5: Scan in “squid ink” pictures (When the students Intelligences: Visual, Naturalist
dissected the squid, some of the squid still had ink in them.
The students were allowed to create pictures with this ink.
We then scanned them and placed them in a shared folder
so they could include these pictures in their projects.)

Day 11: Students are reminded to check their stacks to Intelligences: Musical
make sure they have included the areas on the r ubric and
to check their navigation. At this point, they are allowed to
add sound to their stacks. (I have learned from experience
that if students are allowed to add sound as they go, some
students won’t get the “meat” of their project done. They
will spend the whole time focusing on sound.)

Day 12: Finishing touches. Intelligences: Intrapersonal

Days 13–14: Presentations (The two presentation days will Intelligences: Interpersonal, Visual
be scheduled with the classes involved and parents will also
be invited to view their child’s work. A class CD will be
burned with the presentations and used in the librar y
as a reference source.

Assessment: Grading rubric. Intelligences: Spatial, Logical, Verbal, Visual, Naturalist

Learning & Leading with Technology Volume 30 Number 5

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.
 Online Supplement

Multiple Intelligence Software Evaluation Rubric

1 2 3 4 5
Not Evident Attempted But Present But Needs Present Beyond Needs
Not Successful Improvement and Effective of Most Users

Design
The learner is able to move through the
application without repetition or confusion.
The software is highly interactive. The
application accommodates learners based
on a variety of abilities and intelligences.
Activities within the program reach the
higher levels of Bloom’s taxonomy.
The software is designed to motivate
learners through high-interest topics
and levels of success.
Learner responses elicit appropriate
feedback.
The software provides for guided
discovery through scaffolding.
All forms of assessment closely correspond
to the learning objectives and intelligences
identified by the application.
Total:

Content
Instructional objective(s) are clearly stated.
Content clearly maps to varied intelligences.
Target audience is identified.
Prerequisite skills are stated explicitly.
Content and vocabular y are appropriate
for the identified audience.
Activities allow for higher-order thinking skills.
Content is accurate.
Sequencing and navigation of content is logical.
Instructions are clear.
The software accommodates three or more
intelligences through various activities.

Text, images, animations, sound, video, and

other multimedia elements enhance
the content.
Hypertext links are appropriate.
Total:

Learning & Leading with Technology Volume 30 Number 5

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.
 1 2 3 4 5
Not Evident Attempted But Present But Needs Present Beyond Needs
Not Successful Improvement and Effective of Most Users

Interface
Simple metaphors are used to successfully
explain complex software functionality.
Screen display designs are easy to read.
Screen elements enhance, not detract
from the content.
The application is consistent in how its tasks
are executed.
The display is clean, simple, and attractive.
Learners have control over the pace
and navigation.
Controls for manipulating the application
are visible and easy to use.
Shortcuts in the application are provided
and can be mastered by advanced users.
Help menus are visible and easy to use.
Total:

Documentation
The manual is laid out in a logical manner.
The manual consists of sections or chapters
with a table of contents and page numbers.
Narrative text is written in non-technical,
easy-to-understand terms.
Documentation includes graphics and
diagrams that demonstrate directions
and clarify the accompanying text.
All images are clean, clear, and colorful.
The manual has a complete index with
cross-referencing of all major topics.
A separate reference sheet of frequently
asked questions is available.
The documentation offers ideas for inte-
grating the software into the curriculum.
Customer support phone numbers,
e-mail addresses, and Web site addresses
are provided.
Help functions are visible and easy to use.
Total:

Grand Total:

Once you have finished scoring, you can compare products to see which scored higher overall or on the specific dimensions most important to you.

Copyright © 2003, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@[Link], [Link]. All rights reserved.