Connecting Technology, Instruction, and Behaviorism

Behaviorism is based on the assertion that actions or behaviors are learned routines that can be observed or assessed. One way to develop a routine or habit is through practice or conditioning. B. F. Skinner developed the concept of operant conditioning. According to Orey (2001): "His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not" (p. 2). When this perception is combined with technology in our classroom instruction, our students are able to engage in an activity that allows them to practice new skills, receive instant responses, and concentrate their efforts where they are needed most. In other words, students have specific goals to focus on and are able to react positively toward accomplishing those goals. Here is a link to some information on operant conditioning that you might like to check out: http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm

One component of the behaviorist theory is that the learning should be measurable. By interlacing technology with our classroom instruction, the process of accessing student work becomes easier. Pitler, Hubbell, Kuhn, and Malenoski (2007) offer: "Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback" (p. 156). The educational software that my students use—keyboarding and introduction to computers—is tutorial in nature and has the advantage of being used in the classroom, in the media center, or from home. In this way, students can work on improving their skills at a location or time that is most convenient for them. Pitler, Hubbell, Kuhn, and Malenoski (2007) add this insight: "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" (p. 189). In addition, my students are given support from the software, a timely measurement of their skills, and a prescription or suggestions for improvement.

The various educational technology resources available are similar in that they provide exposure and practice at the learner's pace as well as cues and feedback on their achievements. They also utilize the behaviorist theory of stimuli and response. It is important to remember that these technology resources are tools and should be used to increase and enhance the learning experience for our students. Our goal when incorporating them into our lessons and classrooms should be to enable our students to expand their skill sets, extend their knowledge, and become active in their learning.

References

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.