Finding the Best Software

McKenzie, W. (2003). Find the best software: Using Bloom's taxonomy and multiple
intelligences to select and use software. Learning & Leading with Technology, 30 (8), 54-58.

1. What considerations need to be made on selecting software for the classroom?
One of the most important considerations is the context of the software because it is the defining standard in evaluating and selecting software. It is also important to consider which software titles have already been classroom tested and which are popular choices of teachers for instructional use. It is important to consider the intelligences and those that are primarily stimulated by each of the software applications because, as a teacher, one is looking out for the best of their students. Also, one must consider how the software will be integrated into the curriculum and if it will become a vital piece in the learning process.

2. Describe what you feel is most important to consider after reading this article.
As stated above, I feel that the most important aspects to consider when selecting software for the classroom are context, familiar software programs that have already been approved in the classroom, which intelligences are being stimulated for the students, and how the software will be integrated in the curriculum and if it is meeting the teaching standards. Another important thing to consider, in correlation with the program being integrated into the curriculum, is if the program can be extended into the classroom. In addition, software programs which can be easily navigated by students of all ages, and if the software is appealing to students are also important.

3. How might software address multiple intelligences?
Software can be designed to address several intelligences or higher levels of thinking. In the creation of certain software programs, they can be assigned to different categories, such as tutorial, guided assessment, simulation, and several other categories, and with these different categories come different intelligences and levels of thinking that are targeted for students. Of course, the different intelligences and levels of thinking can be accommodated to each and every student, but it all depends on the context of the software. Unfortunately, many software companies are not yet addressing the distribution of intelligences across a student population, but with one’s own multiple intelligence awareness, teachers can identify the elements of well-designed software that accommodate multiple intelligences no matter how the publisher packages them.

4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.

Smith, M.K. (2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved October 28, 2009 from http://www.infed.org/thinkers/gardner.htm
According to this article, Howard Gardner and his Multiple Intelligences theory “has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing.” All seven intelligences are needed to live life well, and teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern.

Thirteen Ed Online. (2004). Concept to classroom: Tapping into multiple intelligences - Explanation. Educational Broadcasting Corporation. Retrieved October 28, 2009 from http://www.thirteen.org/edonline/concept2class/mi/index.html
This website provides information as to what the theory of multiple intelligences, benefits of using the multiple intelligences approach, and how to apply it in the classroom. For example, and I found this one to be appropriate for my teaching setting, one benefit of the multiple intelligences theory is to incorporate artistic, athletic, and musical activities into the classroom because children learn better from these experiences and multiple intelligences are being addressed. Another benefit to using multiple intelligences in the classroom is that it simulates the “real world” and allows for students to become more actively engaged learners.