Application 2

This week in EDUC  6711l-3, the learning resources, and discussion on our discussion board with colleagues and Professor Larson explored the behaviorism theory and it’s relation to instructional strategies in the classroom.  Also, how behaviorism is used in technological instruction in the classroom is being discussed.   Orey explains how the theory is based around Skinner’s operant conditioning theory, which combines reinforcement and punishment (Laureate, 2010). Orey further states, “reinforcing positive behaviors is the key” (Laurente, 2010).

One way the behaviorism theory is used in my classroom through homework via technology.  “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 187).  Furthermore students are given homework as an extension to practice what is taught in the classroom, “skills are not acquired without frequent practice” (Smith, 1999).   If students are given effective homework, it can be used to review and practice what is taught during the lessons taught in daily instruction.  I use technology to engage my students in completing their homework assignments.  As often as they can, I allow my students to express what they have learned by creating glogs to show their understanding of a concept.  Also, I am incorporating a blog to respond to our literature circles in the classroom, starting with our current author study.  The use of technology for homework, has also encouraged a few of my students to visit the local library more often, just to use the computer.  I allow my students who don’t have a computer at home, to use their recess or part of lunch time to use the computers in the computer lab for homework purposes.

An example of using software in my classroom which contributes to the behaviorism theory is using “clickers” for review and assessment. Using clickers allows me to create review and testing sessions for items that have been taught and that will be assessed.  I can create the questions and students can choose the correct answer.  The clickers give immediate feedback to the student and teacher as to who gets the correct answer, and who may need to be pulled for individual or small group re-teaching on a concept.  The students receive immediate feedback because the software tells them the correct answer, and this is positive reinforcement.  Students who get incorrect answers, usually seem to try to be more focused and are encouraged to try to get the correct answer the next time.

As with anything else, technology can be very valuable as a teaching tool with the behaviorism theory as long as it is used effectively to enhance student learning.

References

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

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm