Over the past two decades there have been ample discussions about how students learn. This has been done by a means of studies and events associated with knowledge and education, establishing some fundamental issues about learning. The new concept in today’s classroom is using educational technology-based learning tools. This genre gives consideration to the social craze of the digital revolution and the millennial generation’s use of technology daily and never having been without it in their lifetime. So with this in mind education must merge with a blend of educational philosophies to meet the needs of today’s students.
Looking at behaviorism, we know it is based on an observable approach that concentrates on evaluating and modifying behavior. Focusing on behavioral patterns and repeating them until the behavior becomes automatic was studied by B. F. Skinner who developed the concept of operant conditioning. “His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not” (Orey, 2001. p.2). Education is a process of constant reinforcement and attempts to impart knowledge through informative experience. The combination of the behaviorist theory and the use of educational instructional technology in the classroom are parallel since they both provide a way “for students and teachers to track the effects of effort and facilitates more immediate feedback” in classroom practices (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 156).
I believe all learning has behavioral outcomes, and through technology students can obtain information through an assortment of resources and participate in the use of numerous computer programs that provide enrichment of desired learning outcomes. "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 189). Through the use of technology, students can also exhibit a behavior by resolving a question or choosing an outcome with direct feedback that is measurable. So as we continue to explore the best concepts for learning we can not completely disregard Behaviorism as a choice.
It is very important for today’s students to have an understanding of effort and achievement in relation to behaviorism. Technology used in the classroom such as spreadsheet programs and other data collection tools can reinforce behaviorism. By using these technology items, students can become familiar with the reward that their effort leads to achievement and success. “Not all students realize the importance of believing in effort but they can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). When used in the right perspective, connecting technology, classroom instruction and Behaviorism can be a very useful way to implement how and what students can learn in today’s classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved:May 11, 2009, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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5 comments:
Deborah
Teachers still use the behaviorism approach because it still works. When combined with technology, it can help to turn boring homework into something more meaningful. By using multimedia, we are able to more closely fit our students' learning styles and help them to go from memorization to mastery. Although the combination of several learning theories is probably the most effective strategy, behaviorism's foundations of operant conditioning and programmed
instruction play an important part in our combined approaches.
In the effort-achievement relationship you mention, I find that many students have not made that connecttion and attribute their success (or maybe failure) to other conditions or causes. Behaviorism is about helping our students realize that their input equals their outcome.
Deborah
Teachers still use the behaviorism approach because it still works. When combined with technology, it can help to turn boring homework into something more meaningful. By using multimedia, we are able to more closely fit our students' learning styles and help them to go from memorization to mastery. Although the combination of several learning theories is probably the most effective strategy, behaviorism's foundations of operant conditioning and programmed
instruction play an important part in our combined approaches.
In the effort-achievement relationship you mention, I find that many students have not made that connecttion and attribute their success (or maybe failure) to other conditions or causes. Behaviorism is about helping our students realize that their input equals their outcome.
Deborah,
Behaviorism is a good way to learn for a lot of students because the repetition allows the students to master a skill. I believe behaviorism need to be implemented into the basic fundamentals of education, particularly at the early levels. For example, the multiplication charts that are learned in the third grade. Students need to more than memorize this chart for a test or to have a group project around it. They need to comprehend this a remember it forever by using remediation or like Pitler, Hubbell, Kuhn, and Malenoski mention as "homework and practice"(p.187). Furthermore we must make sure that we exercise these theories correctly as it is also advised that "teachers should give feedback as quickly as possible-ideally, early in the practice sessions, before students internalize erroneous processes of knowledge"(p.188). Therefore one major thing that I want to contribute to your post is that we as teachers need to be quick to our grading because that is key for students to learn when we are using remediation practices.
Bryan
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Shouldn't we as teachers be creating assignments that are thought provoking and meaningful in the first place? I don't fully buy into the idea that in order for school work to be engaging and meaningful to today's youth that it must involve using a computer or form of technology. Has anyone found that many of the technology based assigments that they have given in class often times fall far short of their expectations? I have found despite the degree of technology or involvement many students still dont want to do work regardless of the amount of hands on.
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