ICT Theory Statement In developed countries, education practises still largely reflect more traditional notions about students

and teachers students were there to be taught, and teachers would be there to fill them with knowledge (Duchinsky, 2012). We feel that education should be more than a one-way street, but be more involved with the students style of learning, and how education can assist them to further themselves in all their strengths and weaknesses. Gardeners theory of Multiple Intelligences supports the idea that all people have unique and distinctive abilities that can either be natural or learned in which they are adept or require work (Murray, 2012). The ICT program that we have designed is supported by Gardeners theory of Multiple Intelligences. Gardeners theory supports different types of intelligences, and a persons strengths and weaknesses are thought to be unique to them. These intelligences fall under 8 categories visual/spatial; verbal/linguistic; interpersonal; intrapersonal; bodily/kinaesthetic; logical/mathematical; musical; and naturalistic (Marsh, 2010). These intelligences are not concrete in their strengths and weaknesses as they can be developed by activities that reflect the intelligences behaviours (Murray, 2012). Our ICT program chooses to focus on developing 5 specific intelligences visual/spatial, interpersonal, verbal/linguistic, logical/mathematical and naturalistic. 1. Visual/spatial This intelligence benefits from the use of games, puzzles, maps and charts. Tasks in our program can aid in enhancing this intelligence include task 1, with the use of a mind-map generating tool; tasks 2 and 3 which involve the use of manipulating an ipad-based app, Google Earth; and task 4 which involves creating their own virtual world through the use of an online drawing program. 2. Interpersonal Working well with others in group settings is exhibited from this intelligence. Students encourage group participation, and respect peers opinions. Many of our tasks involve group participation and

discussion, and will need positive dialogue between group members to flow smoothly. 3. Verbal/linguistic This intelligence involves sensitivity to spoken and written language, and learners strong in this intelligence have well developed auditory skills and are good speakers. Our tasks involve many opportunities to speak and discuss personal ideas and opinions, and chances to work together via discussion to come to an answer. 4. Logical/mathematical People with this style of intelligence have the ability to analyse problems logically, are curious about the world around them and are constant explorers. The tasks that involve the use of Google Earth as an educational tool will positively reinforce this intelligence, through the use of scale, problem solving, exploration of regions of the world and question answering. 5. Naturalistic This intelligence enables humans to recognise, categorise and draw upon certain features of the environment. Through the use of Google Earth to display and explore the world and environment the students live in, and providing the students with the prospect of creating their own personal world through the information they have learnt from previous tasks, we believe this intelligence will be influenced and enhanced.

Resources: Duschinsky, R. (2012). Tabula rasa and human nature. Philosophy, 87(04), 509-529. Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest, NSW: Pearson Australia Murray, S., & Moore, K. (2012). Inclusion through multiple intelligences. Journal of Student Engagement: Education Matters, 2(1), 42-48.