In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli (Standridge, 2001). Reinforcement is a key factor in shaping behavior.
In this week’s resources, we read about “Reinforcing Effort”(Pitler, Hubbell, Kuhm, & Malenoski, 2007). By the title alone, it implies that it is connected to Behaviorism. Students are asked to track the amount of time spent studying a subject and the score they received on a test. By spending more time studying, the student can see the benefits in their higher scores. This is a type of shaping or behavior modification. The student is reinforced by the good grades. The instructional strategy of reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes an beliefs about learning (Pitler, Hubbell, Kuhm, & Malenoski, 2007). Technology enhances this strategy through the use of spreadsheets. It is much easier to format a spreadsheet to make the calculations automatically. It makes tracking easier and more immediate.
After the classroom experience of acquiring and integrating new skills knowledge, students need time to practice, review, and apply this learning so it can make it permanent (Pitler, Hubbell, Kuhm, & Malenoski, 2007). Homework is one way to practice these skills. Frequent practice - and practice in varied contexts - is necessary for learning to take place. Skills are not acquired without frequent practice. Having students practice a skill or concept enhances their ability to reach the expected level of proficiency (Smith, 1999). Again, technology has a distinct advantage with its multimedia flair. Students are willing to practice skills using websites or software programs because it is more interesting and fun. These activities reinforce correct answers with flashing lights or special effects. The reinforcement is what makes it connect with the Behaviorist approach. It is immediate and exciting.
The instructional strategies of reinforcing effort and homework as practice are based in the Behaviorist approach because of their reinforcement of positive actions. Those actions create more positive reinforcement through the good grades they support. With technology, these strategies become more interesting and challenging to the students. This, in turn, creates more reinforcement.
References
Pitler, H., Hubbell, E. R., Kuhm, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. (J. Houtz, Ed.) Alexandria, VA, USA: Mid-continent Research for Education and Learning.
Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm, Last update: September 03, 2009.
Standridge, M. (2001). Emerging perspectives on learning, teaching, and technology. What is Behaviorism? (M. Orey, Ed.)
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Kerry,
ReplyDeleteIn your post you talk about the important of technology in relation to homework and skill practice. I agree that technology is a great way to encourage students to practice because of all the "flashing lights or special effects" they see it more as a game then as work. The problem that all of us face as teachers is that even as we move into an age of incredible technological growth there are still some students who do not have access to a computer at home. How do we provide an equal experience for those students? Do we give them extra time on the computer in school and risk taking them away from other activities? Is there a way to duplicate those computer games and their immediate feedback on paper? It is so difficult for us as teachers because we want to incorporate technology as much as possible but it does put those handful of students at a disadvantage.
Matt Thomas
Matt,
ReplyDeleteI see your point. Most of my students have access but I have a few without a computer or internet access. When I talk about homework, I always mean the paper and pencil type. It is a very slippery slope we try to follow when we try to use technology in our homework. One school district near by actually gave students a play station to play educational games. I am sure that is not all that it was used for! The point is, if we cannot provide the technology for our students, we cannot expect them to have access.
My only suggestion is to provide students some time early in the morning or during free time to get on the computers to complete some work. In our school, we give each grade a chance to go to the computer lab one day a week between arrival and disbursement to classrooms. It is about 20 minutes for most students. This could be the time for students to make up the "technology homework".
Thanks for the comment,
Kerry