WebQuest on Multiple Intelligences: A Self-regulatory Action Research Model for Learning to Teach Using Technology as a Mediator PROCEEDINGS
Maria Cardelle-Elawar, Meredith Irvin, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on the use and instructional benefit of a WebQuest on the Theory of Multiple Intelligences in a graduate-level course on Learning and Instruction. The WebQuest provides an interactive learning experience for students to explore the theory of multiple intelligences and enhance their learning by guiding them through a self-reflection of their teaching skills. Student feedback regarding the WebQuest as a mediating tool indicated that it served as a frame of reference to learn about themselves and their students' diversity. Ultimately, students gain new insights into student performance, behavior and success by using learning and multiple intelligence theories to tap the individual needs of their students. Through the WebQuest, the authors emphasize the importance of the role of the teacher as a mediator in facilitating the learning process. We conclude with a discussion of future directions we are taking with the WebQuest as a result of this study.
Cardelle-Elawar, M. & Irvin, M. (2005). WebQuest on Multiple Intelligences: A Self-regulatory Action Research Model for Learning to Teach Using Technology as a Mediator. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2477-2482). Chesapeake, VA: AACE.
© 2005 AACE