Behaviorist theory focuses only the observable behavior of the learner (Orey, 2001). While behaviorist theory is often applied to classroom management, it can also be applied to instructional techniques. Orey (Laureate Education, Inc., 2009) explains that a strategy called programmed instruction employs findings of behaviorism for instructional purposes. In programmed instruction, information is presented followed by questions for the student to answer. Providing the correct answer is the desired behavior, so if the student answers correctly, the behavior is reinforced. If the student answers incorrectly, the information is presented again, followed by more questions. Orey (Laureate Education, Inc., 2009) points out that online computer tutorials follow the same format as programmed instruction. As students progress through tutorials, they must answer questions to demonstrate what they have learned. If they answer correctly, they move forward in the tutorial, and if not, they spend more time on the topic.
Educational technology correlates with behaviorism in other ways, as well. One web site, www.flashcardexchange.com (Pitler, Hubbell, Kuhn, & Malenoski, 2007), allows students to make their own flash cards and then practice studying with them. Flash cards are a traditional drill and practice technique, relying on stimulus and response. While technology may provide easy access to behaviorist-driven instructional techniques, the uses of educational technology should not be confined to behaviorist strategies. Technology provides access to a wide variety of instructional tools, many of which provide differentiated instruction tailored to the learning needs of the student (Pitler, et al., 2007). Instructional practices based upon behaviorism should be used sparingly and in conjunction with a variety of other instructional techniques. Technology in the classroom should also be aligned with a variety of instructional strategies to achieve maximum student engagement and learning.
References
Laureate Education, Inc. (Executive Producer). (2009). 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.
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Corinne,
ReplyDeleteHave you had great success with the flash card program with ninth graders? It seems that it would make it a bit more fun than just putting words on paper notecards.
I agree that these types of practices based on behaviorist theory should be used in conjuction with others types of instructional techniques, but if we need to do practice and drill, the computer does seem to inspire the kids to do it.
What other types of programs have you used, and what kinds of success have you had? I also teach high school, and I have a hard time finding programs that are appropriate for older kids.
Corinne:
ReplyDeleteOne of our language arts teachers uses a flashcard website for teaching vocabulary terms and then she uses a program called Hot Potatoes (http://hotpot.uvic.ca/) to quiz the students on the terms.
Another great technology tool that uses the behaviorist approach are the clickers. We use the Classroom Performance System (CPS) clickers when doing reviews or assessments. Each student gets a remote and responds to projected questions with their remote. Once each student has provided their response, the correct answer is revealed and students can determine if they got the answer correct or not. Students love to review or take tests using this method - and I believe that the instant feedback is very beneficial. It also gives the teacher quick feedback on whether students are really "getting it" or not.
Corinne,
ReplyDeleteI agree that technology can be applied to instructional techniques. I like the idea of programmed instruction and would like to use it some with my students. Have you done any of this in your room? If so, what have been the results? I am curious if students like this type of learning. It is not something I would do all the time but it can help as a review of information being taught in class.
Thank you for sharing the website for online flash cards. This is something that my students would greatly benefit from when learning new vocabulary terms in social studies and science. I definitely agree that technolgoy really assists teachers in providing differentiated instruction to students. This also allows for individualized instruction and students are able to feel success at their own level.
I also agree with Chris about the clickers. We use software called Turning Point that is very similiar to Power Point. Students use a clicker to choose the correct answer and then the answer is revealed. It also provides the teacher with a quick overview on how students are doing. The kids absolutely love it and ask when they get to play the clicker game!