Behaviorism, the Classroom and Technology

Learning Theories can be a deep, complicated topic.  As educators, do we really stop and think about learning theories, especially in this day and age of standardized testing and results, results, results?? Personally, I tend to focus more on Learning Styles, so in my current master’s program class on bridging learning theory, instruction and technology, I appreciate the opportunity to learn about how the brain actually works.

The theory we are exploring this week is Behaviorism, which focuses on reinforcement of positive behaviors and punishment of negative behaviors.  According to our class readings this week, as a learning theory, behaviorism is not highly regarded in the education field because it is based upon repetition or drill and practice rather than the development of critical thinking and problem solving skills (Laureate Education, Inc., 2011).  Personally, I do believe there is a place for drill and repetition learning in education.  Some topics lend themselves to this type of learning, such as math facts.  In my subject area, elementary general music, using flashcards in a drill and repetition manner allows for the practice of note naming to improve music-reading skills. 

Two teaching strategies that work well with behaviorism are reinforcing effort and providing recognition and assigning homework and providing practice.  Reinforcing and recognizing student effort provides students with the motivation to continue quality effort, which is in keeping with the principles of behaviorism.  Students often do not understand the importance of effort (Pitler, Hubbell and Kuhn, 2012).  An important factor that influences achievement is effort (Pitler, Hubbell and Kuhn, 2012).  Through the use of technology, students can record and track how their effort has an impact upon their achievement (Pitler, Hubbell and Kuhn, 2012). This task can be easily recorded and tracked through the use of a Google Doc spreadsheet.  In following the thinking of behaviorist theory, recognition of student effort will create more effort.  Recognition can be accomplished through a wide variety of technology, such as programs that create certificates, bookmarks, or stickers.  In addition, teachers can incorporate multimedia into their recognition by posting pictures of class accomplishments on the Internet.

Assigning homework and providing practice offer students the drill and repetition that the Behaviorist Learning Theory is based upon.  Many computer-based tutorial programs allow students the opportunity for continued practice outside of school (Pitler, Hubbell and Kuhn, 2012).  These programs also provide immediate feedback to the students, acknowledging correct and incorrect replies, again demonstrating a strong connection to behaviorism.  Instructional Interactive programs can be found on-line for all subject matters, are engaging for learners, and offer scaffolding and immediate feedback to assist learners in practicing concepts (Pitler, Hubbell and Kuhn, 2012).

The ideas of drill and repetition and reward and punishment of behaviorism are not new to education.  There are many technology sources that support its use in the classrooms of today, providing students with the opportunity to practice and improve skills, along with providing feedback and encouragement.

References

Laureate Education, Inc., (Producer). (2011). Behaviorist Learning Theory [Video webcast].

            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F            webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3469            248_1%26url%3D

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.