Behaviorism in Practice

Using Technology with Classroom Instruction that Works explores the concepts of reinforcing effort and homework and practice. These two instructional strategies combined with technology correlate with the behaviorist learning theory. “Among the method derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.” (Orey, 2001). Operant conditioning is one of the key aspects of the behaviorist theory where students receive immediate feedback regarding their behavior – positive behaviors are reinforced and negative behaviors are punished (Laureate Education, Inc., 2008). Both of the instructional strategies of reinforcing effort as well as homework and practice integrate these behaviorist ideals.

The success of a student is directly linked with their level of effort. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler et al, 2007, p.161). Teachers may use spreadsheet software such as Microsoft Excel to create rubrics that gives students the opportunity to assess themselves on their effort and clearly view the correlation between their effort and personal achievement. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al, 2007, p.156).

Immediate feedback is also valuable to the efficiency of homework and practice. Students thrive by knowing instantly when a mistake is made to ensure incorrect information and procedures are not mistakenly judged by the student to be accurate. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technology that can be implemented into homework and practice routines to enhance student learning. Using tutorials as programmed instruction to strengthen skills is one example of how technology can be appropriately placed in the classroom. However one should be careful not to use these technologies to simply remediate students. “Technology is most effective when remediation activities are minimally incorporated” (Laureate Education, Inc., 2008).

References:
Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.