Digital Intelligence: A New Way of Knowing - Teaching through Multi-User Virtual Environments - page 64

of it. A message might have several embodiments
automatically derivable from the same data” (p.
71). His writing contends our accessibility to
knowledge in the form of information is becoming
seemingly limitless, and with this accessibility
comes the ability for us to interpret that knowledge
in whichever way our intelligences need it to be
interpreted. An emerging issue is the quality of the
information. In this emerging digital free society,
the ability to post information for international
access is not filtered for accuracy of content or
bias. As Palfrey and Gasser (2008) observe, “the
majority of the population born digital doesn't
perceive quality of information as an important
issue” (p.161).

culture. “An artifact pushed far enough tends to
reincorporate the user” (McLuhan and Powers,
1989, p. 3).
Through interaction with digital technologies
for work, play and communication, our pattern for
intellectual development is being altered (Adams,
2004; Healy, 1999). Considerable uncertainty sur-
rounds the impact that possession of this emerg-
ing digital intelligence will have on the future
structure of our society. Such things as individual
self-concept, teaching and learning practices, ac-
curacy of available information and organizational
authority are but a few of the areas that have begun
to feel the impact. It is the opinion of this author
that one of the most concerning alterations is the
construction of partial rather than whole realities
(personal communication - Wilma S. Longstreet,
2005) among generations infused with myriad
digital media. Educators uniquely have the abil-
ity to influence knowledge construction to insure
whole realities continue to be developed among
our children; but they must first be made aware
of the need. The recognition and incorporation of
this new intelligence as a category in the Multiple
Intelligences Theory would serve to widen the
inquiry into responsive teaching and learning.

CONCLUSION

As communication technologies are constantly
emerging, each must be explored for their impact
upon and potential benefit to society. MySpace,
Facebook and Twitter, just to name a few social
communication tools, provide those with less
computer expertise the ability to employ instan-
taneous communication with chosen friends and
interested unknowns. Virtual worlds, such as Sec-
ond Life, that create a common virtual landscape
through which user-created life-like avatars that
meander and mingle are becoming commonplace.
These online digital meeting spaces are offering
the ability to socialize virtually but they usually
initiate from a user who is physically isolated from
the group. The MUVE creation of digital partial
realities that seek to imitate a whole reality has
significant implications for the social aspect of
the development of intelligence.
There is little doubt that a digital intelligence
is emerging. It has rooted itself in our concep-
tions of knowledge and has become integrated
into our ways of knowing. Intellectual skills have
begun to depend upon our ability to interact in a
digital environment. It is true that technology is
a tool, but these digital tools have changed world

ReFeReNCeS

Adams, N. (2004). Digital Intelligence Fostered
by Technology. Journal of Technology Studies ,
30 (2), 93-97.

Bruner, J. Personal communication to Jane Healy
as printed in Healy, J. (1990). Endangered Minds,
Why children don't think and what we can do about
it . (p. 334) New York, NY: Touchstone.

Eisner, E. (Ed.). (1985). Learning and Teaching
the Ways of Knowing . Chicago, IL: University of
Chigaco Press.

Gardner, H. (1983). Frames of Mind, The Theory
of Multiple Intelligences . New York: Basic Books.