Behaviorism in Practice

Hi everyone.

This week I learned how technology and the behaviorist learning theories can be interrelated. I also came to realize how many teachers use behaviorist learning theories everyday in the their classrooms and not realize it. Most importantly, through this week’s resources, I learned multiple ways I could use technology to, not only positively reinforce my students, but, also, to help my students practice new skills and receive immediate feedback.

The instructional strategies suggested in the “Reinforcing Effort” chapter of our textbook could be said to correlate with the principles of behaviorist learning theory. The primary correlation between the learning strategies presented, and the principles of behaviorist learning, is in that the learning strategies presented were meant to increase student performance through the use of positive reinforcements (Pitler, Hubbell, Kuhm, and Malenoski, 2007). There were multiple learning strategies in the “Reinforcing Effort” chapter, however, one in particular stood out in my mind. The strategy that I really liked was the use of spreadsheets to track the correlation between student effort and achievement (Pitler, Hubbell, Kuhm, and Malenoski, 2007). I liked the fact that students can input their own data, and then visually see (through the use of charts/graphs) how their effort directly correlates to the grade they receive on an assignment. If a student sees that their studying resulted in good grades (over a period of time), they will be more likely to continue to strive hard when learning new concepts. Before this week, I had never really considered using spreadsheets as a method of positive reinforcement. Incorporating positive reinforcement was not the only behaviorist strategy that technology was helpful with.

In the “Homework and Practice” chapter of the textbook, I learned that there are numerous websites and software applications that can be helpful when incorporating behaviorist theory strategies. Dr. Michael Orey explained that one big component of the behaviorist learning theory is the use of “skill and drill” type activities (Laureate Education, 2010). Behaviorists believe that it is necessary to teach a small amount of content and then test students on their understanding the material. It is only after the students prove their understanding that new material should be introduced. The “Homework and Practice” chapter mentioned using spreadsheets as well as multimedia and web sources that allow for immediate feedback (Pitler, Hubbell, Kuhm, and Malenoski, 2007). I have used spreadsheets with my students in the past when teaching quadratic equations; furthermore, I have used web sources, like “Brain Pop”, to help teach and provide students (and myself) with immediate feedback. Surprisingly, I did not consider Microsoft Word as much more than a word processer until I read about its applications made for researching (Pitler, Hubbell, Kuhm, and Malenoski, 2007).

While thinking about how the instructional strategies described in this week’s resources correlated with the principles of behaviorist learning theory, I also considered the operant conditioning aspect of Behaviorism. I think that allowing students to use technology during lessons is a sort of “reward” in itself. I say that because, my students have often voiced their desire to use technology when completing tasks. It is with that in mind that I note that technology can also be linked to the operant condition aspects of Behaviorism; or, more specifically, the “positive reinforcement” aspect of Behaviorist learning theory.

Before this week, I had not considered the many ways that technology ties to behaviorist theories. However, I now see that technology can benefit both teachers and students, especially in the classrooms where behaviorist theories are being implemented. As I mentioned earlier, many teachers are incorporating behaviorist theories into their classroom without even realizing it. Now, more than ever, I am aware that I have behaviorist tendencies; and, I am hoping to be able to apply many of the learning strategies I studied this week into my classroom.

References:
Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Tonya Todd