Abstract:

Innovative education requires individualization of teaching, which means allowing for pupil’s individual predispositions and preferences. It is directly connected to ability to recognize pupil’s giftedness. The basic principle of this approach is theory of multiple intelligences, which helps to discover children’s individual ability profile. Frequently, life achievements depend more on a personality, on a coincidence which makes it possible to show one’s talent and a proper motivation than on the intelligence quotient. Use of new digital technologies in education facilitates these actions. It is important to be aware of the fact that the process of teaching takes place not because of the technology, even if very advanced, but thank to appropriate methods that use this technology. Participation in the process of digital teaching is subject to different rules than those applying to formal education. The difference results from the fact that teaching is not compulsory, but it is entirely voluntary and uncontrolled. It is assumed the only motivation to initiate and continue the processes of learning is spontaneous interest in accessible knowledge. Which factors do determine whether the person learning on his or her own is ready to make the effort of voluntary learning? Answer to this question is important both from the cognitive point of view as well as due to practical conditions resulting from lifelong learning and from civilization needs that brought this term to life. Hence, the future of education in the information society must evolve toward spontaneous learning. Such an approach is completely impossible in traditional way of educating children, therefore it is necessary to discover their own individual developmental rhythm. This process consists of two fields of educational activity that interpenetrate with each other: encouraging pupils and their empowerment. The environment, where the process is carried out, changes in the course of lifelong learning. The educational and caring functions are dominant in the initial period of pre-school and early school education, which at later stages of education gradually gives place to other functions: didactic and self-learning. The last one, as the basic one, characterizes the environment of learning in adult life.
This reflective and analytical article attempts to find theoretical inspirations for technological assumptions of the model of learning that supports cognitive activity of pupils. Beginning from analysis of individual predispositions, such as abilities and intelligence, it discusses role of optimal strategy for didactic work, which should develop personality of a talented pupil and allows for realization of his or her individual cognitive path. For this purpose the thesis is adopted that educational potential may be developed thank to the process of developing pupils' aptitudes, which means adopting properly organized strategy of empowerment through indicating individual abilities of the pupils and activating them by means of mechanisms stimulating their cognitive activity. The conducted analytical studies result in the presented practical didactic model, which is easy to implement in digital educational environment. Therefore basing actions of the school on presented model of teaching constituting solid foundations, are giving chances to the contemporary school the possibility of reaching the high level of quality of provided educational services.

Keywords:

Pupil, education, multiple intelligences, digital environment, teacher.