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TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Technology As Constructivist Tools:

Enhancing Literacy In Middle School Language Arts By Teaching to Multiple
Intelligences
Lilly A. Ryden
William Paterson University

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Abstract
Language arts can be a challenging subject to teach, especially in middle school,
due to the incredibly wide academic gap. Middle school students are in a stage of
cognitive development that causes them to seek out their interests as forms of selfexpression. This can likely be explained by the Theory of Multiple Intelligences. This
theory asserts that intelligence is not based solely on IQ, but rather on any skills that
allow an individual to acquire new knowledge. Unfortunately, only two out of the eight
intelligences are focused on within public schools today, and this could potentially
explain that academic gap. Using constructivist techniques within the classroom could be
one way to develop multiple intelligences in order to promote literacy because it would
provide project-based learning that would reach all types of students. However,
implementing constructivist techniques could be challenging, as teachers simply might
not have the time or ability to allow students this type of freedom due to pre-determined
curriculums and state testing. The use of technology could potentially assist with
overcoming this and that is what this study will focus on. This is an important area of
study because it looks to understand which technologies work best as a constructivist
means of enhancing literacy skills to students with multiple intelligences. Potential
problems with this study include technological glitches, lack of technology, inability to
convey constructivism to students, and student fixation on sole intelligences.

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Language arts can be a challenging subject to teach. Not only is the subject area
becoming ever more demanding with the increased focus on state mandated test scores,
but it also continues to be a subject where students vary greatly in ability. This especially
seems to be the case within middle school classrooms. Many middle school language arts
students vary greatly in ability, some trailing below or soaring above grade level.
Although there are a variety of factors, from language barriers to parental support, that
could affect the abilities of a middle school language arts student, it is first important to
understand the developmental stage of this age group.
Middle school is a significant transitional period for adolescents. This transition
includes cognitive changes from being a concrete to an abstract thinker, of moving
one's primary attachments away from the family, of becoming sexually self-aware,
and of defining one's identity and place in the world (Kaufman, 1997). For these
reasons, middle school students begin to form their own perceptions of the world while
exploring and developing their own interests and abilities. While some adolescents may
be impelled to express themselves through drawing or photography, others may find
sports or dance to be a more suitable means of expression. Additionally, it is not
uncommon to find adolescents that have a variety of means through which they interact
with others.
These differences in interest and ability can be attributed to the Theory of
Multiple Intelligences, which was developed and introduced by Howard Gardner, a
professor at Harvard University. This theory states that intelligence cannot be based
solely on IQ, but rather on any skill that enables an individual to acquire new knowledge.
According to Gardner, there are several types of intelligence: verbal-linguistic, logical-

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

mathematical, visual-spatial, auditory-musical, bodily-kinesthetic, interpersonal,

intrapersonal, and naturalistic (Gardner, 1983). Each intelligence can be discovered
simply by observing an individuals interests or abilities. For instance, if one has an
affinity for writing poetry then that individual has verbal-linguistic intelligence.
Additionally, individuals are capable of possessing numerous intelligences and displaying
them simultaneously. For instance, a runner who consistently listens to music likely has
naturalistic, bodily-kinesthetic, and auditory-musical intelligences. Discovering and
developing different combinations of these intelligences is essential to applying
these skills efficaciously (Gardner, 1983).
Unfortunately, public middle schools generally do not provide the means of
expression for multiple intelligences (Formisano, 2008). Since the majority of public
education focuses on language arts and mathematics, only a portion of intelligences
particularly verbal-linguistic and logical-mathematical has the opportunity to be
developed within many academic settings. This can be particularly detrimental to middle
school students because they are at a crucial point in their cognitive development.
Although some adolescents experience academic and social success, others experience a
time marked by major declines in academic performance and interest (LaPlante, 2010).
If adolescents are unable to understand, develop, or enhance their own intelligences, they
may ultimately underperform in school (Fink, 1991).
Although teachers play a crucial role in the success of their students, it can be
difficult to attempt to teach to multiple intelligences within the classroom for a variety of
reasons. First, many district curriculums, especially those of state run schools, can be
very strict in what concepts they want to be taught as well as when those concepts are

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

expected to be taught by (Garcia, 2010). With such rigidity there seems little room to
incorporate any sort of material that could successfully teach to all of the intelligences.
Second, assessment is presently at the core of public school classrooms and this can
potentially limit the intelligences that are being examined (Sherman, 2008). Although
student assessment could be a valid tool to assist educators in teaching to multiple
intelligences, since assessments are designed to evaluate student learning only the verballinguistic and logical-mathematical intelligences would be examined in this capacity.
Finally, state testing severely limits the amount of intelligences that are tested. Once
again, verbal-linguistic and logical-mathematical intelligences are the only ones that are
focused on (Formisano, 2008). This, in turn, may cause teachers to solely develop those
intelligences within their classrooms.
However, teaching from a constructivist perspective may actually facilitate
teaching to multiple intelligences within the confines of the current educational system
(Baragona, 2009). Constructivism is an educational learning theory that states people
construct their own understanding and knowledge by actively participating in and
reflecting on their own experiences (Fosnot, 2005). Considering how middle school
students look to discover and enhance their likes and interests, it seems almost obvious
that constructivism could be the solution to teaching to all the intelligences within a
middle school setting. Constructivism allows for students to ask questions and work
collaboratively in order to discover meanings on their own (Brooks & Brooks, 1993).
This can assist with teaching to multiple intelligences because since constructivism
allows for group collaboration, it automatically allows for multiple responses to learning.

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Implementing constructivism to teach to multiple intelligences within the

classroom while still remaining within specific confines could be challenging. It could be
especially difficult for middle school language arts teachers to allow their students the
freedom to explore their own intelligences when pre-designed curriculums and state
mandated tests push the need for an authoritative teaching style. Though there could be a
variety of ways to implement constructivism within a classroom in order to teach to
multiple intelligences, technology could potentially play a major role in assisting with
this.
The purpose of this study is to explore what forms of technology can be used as a
constructivist tool in teaching to multiple intelligences in order to enhance literacy skills
within a middle school language arts classroom. Using technology to aid in this could be
beneficial because there is a vast amount of technology that is designed to work with
different intelligences, promote project-based learning, and build literacy skills. It is just
a matter of finding the correct technology that can be used for each of those purposes
simultaneously. The reason that this study is important is because only two intelligences
are focused on within schools and, more specifically, only one of those intelligences is
focused on in language arts. By focusing on every intelligence, it is allowing the
opportunity for each student to build their literacy skills in a way that they can embrace
and understand. This is especially the case for middle school students because they are in
a cognitive stage of exploration.
The following questions will be researched:

How can one use Multiple Intelligences Theory to enhance the literacy skills of
middle school language arts students?

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Does teaching to multiple intelligences with the use of technology improve the
students literacy skills?

How can one implement the use of developmentally appropriate technology in a

constructivist manner?

What types of technologies can be utilized when teaching literacy within a middle
school language arts setting?

Which technologies work better than others in providing project-based learning?

Although there could be numerous benefits gained from this study, there are also
some potential problems that could arise. One problem could be the technology itself.
Technology can be fickle, so it may not work at certain times or may even cause a loss of
class time when it is not functioning correctly. Additionally, technology is expensive, so
acquiring the necessary programs or equipment may be difficult. Another potential
problem could also be teaching in a constructivist manner. Since students are used to
being expected to regurgitate rather than synthesize information that is presented to them,
they may find it difficult to change their mindsets from, Is this the right answer? to,
How can I find the answer? Finally, some students may become so focused on one of
their intelligences that they fixate on just that particular one. Students should be open to
the possibility of enhancing intelligences that they might not have considered before
instead of solely focusing on what they are already comfortable with.

TECHNOLOGY AS CONSTRUCTIVIST TOOLS

Annotated Bibliography
Baragona, M. (2009). Multiple intelligences and alternative teaching strategies: the
effects on student academic achievement, conceptual understanding, and attitude
(Doctoral dissertation). Retrieved from ProQuest database. (UMI No. 3358373).
The purpose of this dissertation was to examine whether or not
constructivist techniques could be used to facilitate teaching to multiple
intelligences within college-level science classes. The study found that, at the
college level, student success was dependent more on which intelligences were
possessed by particular student groups rather than which constructivist techniques
were being implemented.
Brooks, J., & Brooks, M. (1993). Considering the Possibilities. In Search of
Understanding: The Case For Constructivist Classrooms (pp. 15-20). Alexandria,
VA: ASCD.
This book begins by presenting the case for using constructivism within
the classroom. Essentially, since the classroom is the core of student learning, all
the activities that occur within it should promote and encourage critical thinking
and questioning in order to discover deeper meanings and understandings of
concepts. It then goes on to discuss certain guiding principals of constructivism,
such as adapting curriculum, assessment techniques, etc., as well as discuss a
variety of ways in which teachers can begin to implement constructivist
techniques within their classrooms
Fink, L.A. (2008). Teaching and assessing using Multiple Intelligences theory: A
classroom-based action research study (Doctoral dissertation). Retrieved from
ProQuest database. (UMI No. 3305492).
The purpose of this dissertation was to examine the use of Gardners
Theory of Multiple Intelligences within a movement education (dance) classroom
setting. The study found that teaching and assessment strategies that incorporate
multiple intelligences within their designs can be successfully implemented to
reach all learners. Additionally, the study found that a connection exists between
the implementation of cross-curricular activities and the advancement of
intellectual growth.
Formisano, S. (2008). School structures compatible with classroom practice
based on Gardner's Theory of Multiple Intelligences (Doctoral dissertation).
Retrieved from ProQuest database. (UMI No. 3308313).
The purpose of this dissertation was to explore and describe the types of
school structures as well as educational practices that do and do not support using
multiple intelligences theory within the classroom. Although there is evidence
stating that optimal learning occurs in an environment where multiple ways of
learning and understanding are embraced, standard practice still

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compartmentalizes subjects instead of relating multiple disciplines to one another

or real life. The study focused on public school teachers who used Gardners
Theory of Multiple Intelligences as the groundwork for their lessons.
Fosnot, C. (2005). Preface. In Constructivism: Theory, Perspectives, and Practice (2nd
ed., pp. 1-4). New York, NY: Teachers College Press.
This book begins by first discussing what constructivism theory is as well
as explaining the psychological aspects reflected in this theory. It then delves into
how constructivism can be applied within the disciplines of science, mathematics,
language arts, and the arts. Finally, it discusses and explores multiple ways that
constructivism can be introduced into various classroom settings within those
various disciplines.
Garcia, C. (2010). Comparing state mandated test scores for students in programs with
and without fine arts in the curriculum (Doctoral dissertation). Retrieved from
ProQuest database. (UMI No. 3418795).
This dissertation examined the impact that fine arts programs have on
reading and math achievement being measured by the Texas Assessment of
Knowledge and Skills (TAKS.) The findings of the study revealed that fine arts
programs increased reading achievement for all students. The fine arts programs
also increased both reading and math achievement for Hispanic and other
economically disadvantaged populations.
Gardner, H. (2011). The Idea of Multiple Intelligences. In Frames of Mind: The Theory
of Multiple Intelligences (pp. 3-12). New York, NY: Basic Books.
This book discusses what exactly the Theory of Multiple Intelligences is.
It explains the concepts and views that were assigned to intelligence in the past as
well as what the biological basis for intelligence is. Once the book clearly defines
what in fact intelligence is, it goes on to discuss and explain each of the eight
intelligences according to Gardner.

Kaufman, M. (2006). Role of adolescent development in the transition process.
Progress in Transplantation, 16(4), 286-290. Retrieved April 19, 2015, from
Search.proquest.com.
The target audience of this scholarly article is heath care providers, as
the article discusses the importance of understanding adolescents
developmentally in order to provide better care for them. However, the
concepts that are discussed can also be applied to any field, including
education. The topics that are discussed within the article, including
emotional development, cognitive development, identity development, etc.,
discuss and explain how adolescents think and behave in the manners in
which they do.

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LaPlante, K. (2010). The perceptions of seventh grade students on the factors influencing
academic achievement in the transition to middle school (Doctoral dissertation).
Retrieved from ProQuest database. (UMI No. 3413569).
This dissertation discusses how the needs of students entering middle
school from elementary school are typically not met during this transitional
period. It studied whether or not the academic achievement was impacted as
students progressed from fifth to sixth grade. It also examined the how seventh
grade students perceived whether or not students needs are met during the
transitional period.
Sherman, S. (2008). Preparing for the Texas Assessment of Knowledge and Skills
(TAKS): a study of local benchmark testing in Texas public schools (Doctoral
dissertation). Retrieved from ProQuest database. (UMI No. 3318640).
This purpose of this dissertation was to examine the benchmarking
practices within some Texas public schools and compare it to the effectiveness of
benchmarking practices based on district TAKS results. The study found that not
all districts were using benchmarking in the same capacity, but this was because
districts wanted benchmarks that would suit their own needs. Additionally,
benchmarking might not make a difference because benchmarked districts did not
seem to perform higher on the TAKS than non-benchmarked districts.