Behaviorism in today’s classroom uses positive and negative reinforcement, and punishment to teach students acceptable behaviors and also to modify their behaviors that are not acceptable. Positive reinforcement rewards a student with something that they value, were as negative reinforcement involves the removal of something that is of value. For example, giving a homework pass to a student who has completed all their previous homework on time (Orey, 2001). Technology can be used with positive and negative reinforcement to strengthen connections and promote student learning.
In order for teachers to ensure that the technology application being used is of value to student learning, a connection between the learning objectives and instructional strategies must be determined. One instructional strategy where technology can be implemented in a meaningful way is when used to reinforce student efforts. If a teacher wanted his or her students to make a connection between the amount of effort they displayed or an achievement they have gained, they could use a variety of technology applications. The students could rate themselves using an effort rubric and record their scores using spreadsheet software. The data could then be graphed giving the students a visual representation of this connection (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Using technology in this way supports the behaviorist theories. If the student had rated themselves high on the rubric for applying themselves to the task at hand, they will most likely achieve and experience greater success on the assignment, therefore positively reinforcing this type of action. The more effort placed on a task the better the results are likely to be. As the students begin to experience this connection, they are more likely to change their behaviors in order to keep experiencing success.
Homework and Practice is another instructional strategy commonly used in today’s classrooms to reinforce concepts and applying skills. Using technology in this type of situation is also associated with behaviorist theories on learning. Applications that use drill and practice techniques reinforce correct responses by using animation, graphics, and or verbal responses. When students make errors, the choice is not reinforced the same way. Programs that use tutorials to present information to students immediately assess their understanding. When the student is successful, they move forward in the tutorial. When the student is not successful, the tutorial will often send them back to a point in which they can learn the correct information. The immediate feedback provided by these two types of applications is beneficial to students, allowing them to modify their behaviors early in the learning process.
There are other technology applications that remain consistent with the behaviorist model while still offering the same benefits to student learning. Word processing applications can be used to narrow down research, allowing students to locate accurate and reliable information. This type of application can also be used to summarize important information and increase writing skills. Interactive games and collaborative communication sites can also be used for homework assignments and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). Using these resources as reinforcers of specific content provide the students with immediate data regarding their strengths and weaknesses. Having this information empowers the students to make changes in their behaviors while encouraging active learning.
References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thomas,
ReplyDeleteYou brought up some good points about how we see behaviorism in the classroom today. The first thing we learned as teachers was to have a behavior chart. This is especially true for elementary school. We have some sort of chart that tracks their "good" or "bad" behavior during the day, and we offer rewards or punishments accordingly. It is great that you can use technology for your students to track their own behavior. There is no way I could do that with 2nd graders. If they sit there drawing and playing with things in their desks, they would still give themselves a 10 for outstanding behavior. Their perspection of their own behavior is not very good at age eight.
Technology does have a "wealth of resources" that our students can use for homework. Most students dread the words "homework", but when there is a technology component attached to it, that brightens up their faces.
Thomas,
DeleteAnother good point that you brought up was the reward that students get from online practice. My 3rd graders love to play games that practice what we have done in the classroom. I have a classroom website that has many math games and science links with information and quizzes. I tell parents that it is a safe and fun way for kids to spend time on the computer. The kids ask during free choice time if they can play math games on our website too. They get instant feedback and love the animations ans such that you mentioned. The next step for me is to add some tutuorials as I feel those would be beneficial too.
Thanks for your insight.
Janet,
DeleteJust this year I have had my students using a grade book app on their iPads to track their grades for each nine weeks. It has worked great! Not only have the students been able to see where they stand after each assignment, but it has eliminated them asking me for their grades throughout the nine weeks!
Megan,
DeleteThat is awesome that you have your students playing games as reinforcement! I love this aspect of using technology. I use online games all the time. My favorite new game is an app called "Pocket Law Firm" where the students get to run their own law firm. They get to assign lawyers to their clients based on their case which is centered on the Bill of Rights. I find that allow my students to play these games has been a great positive reinforcement for their efforts in class.
Thomas and Janet,
DeleteI agree that it is quite spectular that you, Thomas, use technology to show student progress. I would love if you could share the spreadsheet format with me. I would like to try something similar with a similar type of activity.
Janet, perhaps your 2nd graders will not be able to score themselves right off the bat, but if you give them a smaller scale to work with, for instance, 1..2..3, they could have an easier time. With this, you could discuss or provide examples through on online video examplifying a "1" behavior, a "2" behavior", and a "3" behavior. Roll play may be effective, as well, so that students could see the expectation in action.
Do you think this may be something to try?
Thomas,
DeleteI agree that one way to show students that effort can imporove grades is through the use of the rubric and spreadsheet. I see this working great in my 11th grade Algebra II (Over two years) class. This class is a special class that is filled with students who struggle in math and need to pass Algebra II to graduate high school. The legislature passed in my state says that students can take Algebra II over two years to give students more time to grasp important concepts and otherwise take more time to get through the class. In this partcular class I have many students who struggle to stay motivate and they do not believe that if they put in more effort they wil be more successful. They have struggled with math their whole lives and have decided that they "just don't get it". I am going to try and incorporate this concept of behaviorism and technology into my class to see if they start to see that their efforts are improving their success in the class.
Thomas,
ReplyDeleteThe APP that you named sounds like a wonderful way to motivate your students. It lets them play and problem solve. It gives them a sense of real world problems. Sounds perfect for your age group.
Megan