Integrating Multiple Intelligences and Technology into Classroom Instruction to Transform Instructional Practice in Malaysia

Abstract

Approaching curriculum content through multiple entry points and integrating technology into classroom instruction which will help the educational system achieves the National Philosophy of Education to meet the challenges of the 21st century. Thus, there is a need for a procedural model that could help teachers modify their lesson to address the student’s intelligence by integrating multiple intelligences and instructional technology into classroom instruction. This paper provides an overview of the POMAT approach that gives due attention to a lesson’s procedure includes instructional activities, objective or learning outcome, materials, assessment, and instructional technology in classroom instruction. It involved a step-by-step process of modify-ing the existing lesson and integrating multiple intelligences and technology into instruction. The process breaks up the lesson plan process into five steps that require teachers to think about how well their lesson maps out. Using this approach, teachers should look at a lesson’s procedure first, and then maps back through the objective, materials, assessment, and technology to determine a consistency of purpose. The actual flow of a lesson should nicely match the objective, materials, assessment and technology. The entire procedure is de-signed to examine a lesson’s consistency within the context of the eight intelligences.