During the next several weeks of my graduate work at Walden University, I will be studying learning theories and how they apply to the field of educational technology. This week’s focus is on behaviorism, the theory that states that all learning is the result of responses to external stimuli (Smith, 1999). Behaviorists assert that “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p. 15). Understanding and managing child behavior is critical to effective teaching.
As Standridge (2002) points out, educators have long applied strategies (stimuli) such as positive reinforcement, negative reinforcement, and punishment for the purpose of increasing the likelihood of some desired behavior (response). Pitler, Hubbell, Kuhn, and Malenoski (2007) share ideas for using technology to manage student behavior. One example uses a student spreadsheet to chart data showing the correlation between personal effort and grades. Another uses an online survey built by the teacher to collect student data related to effort and achievements. The advantage of these tools is that they allow students to see visual representations of the results of their own effort (or lack thereof.) The teacher may use this data to then put the spotlight on reinforcing effort, a type of behaviorist strategy.
The visual representation provided by technology can be very powerful, but its real effectiveness, in my opinion, is dependent upon an underlying question: what motivates the child? V. Jones and L. Jones (2007) cite Eccles and Wigfield’s idea that there are three types of motivators. There is intrinsic value, which in this case, means that for some children, there is natural enjoyment gained from studying and learning. Second, there is attainment value, which means that the child looks for some type of achievement or notoriety for his or her efforts, and third, there is utility value, which means that the child expects his or her effort to yield some benefit for future personal goals. Eccles and Wigfield assert that “teachers need to ensure that at least one type of value is present if students are to be motivated by the task” (V. Jones & L. Jones, 2007, p. 248). From a behaviorist perspective then, the challenge lies in determining which type of strategy, or external stimulus, will bring about the desired behavior, or improved effort, resulting in improved achievement.
Other educational technology is more naturally suited to the underlying principles of the behaviorist learning theory. In an online drill and practice environment, for example, students answer questions and are supplied with instant feedback (stimuli) to reinforce a desired response. Educational software companies have created effective drill and practice programs for a wide range of concepts. Learning to keyboard with singing, dancing chickens (see Dance Mat Typing) is generally more fun for children than listening to a teacher call out, “a…s…d…f...j…k…l…” Playing a math game that simulates a video game is certainly more appealing to most children than sitting at a desk solving the same problems with paper and pencil.
Another point worthy of mention is that textbook companies have taken advantage of educational technology in the form of online tutorials and games to supplement their print materials. In the past, my students have played online games for learning vocabulary in their Introduction to Business courses, and they have taken practice quizzes to prepare for upcoming tests. Currently, I teach 7th – 9th grade math. Our math department will be selecting a new Algebra I textbook this spring and online resources for students will be a consideration in our selection.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The behaviourist orientation to learning. the encyclopedia of informal education. Retrieved March 9, 2010 from www.infed.org/biblio/learning-behavourist.htm.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 7, 2010, from http://projects.coe.uga.edu/epltt/
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Susan,
ReplyDeleteI would have to agree with your assessment of technology in the classroom. Showing students images, websites, and using other forms of technology can be very helpful when teaching. But, it is crucial that when selecting what resources to use in the classroom, a teacher decides whether or not the tools are going to be motivating, engaging, and beneficial. There are seemingly endless technological resources available to educators in today's world, so choosing which ones to implement can be a challenge. Technology can only be effective if students are engaged, motivated, and are active in their own learning process. I also believe that no matter how students are being motivated, be it intrinsically, through attainment, or if they seek utility value, all three motivators tie into behaviorist theories. No matter if a child is seeking reinforcement through pure enjoyment, notoriety, or for future use, they are completing work because of a perceived positive reinforcement that is going to be obtained.
The website you mentioned, Dance Mat Typing, was an excellent example of how traditional drill and practice methods programs can be engaging and stimulating for students. This type of program gives students instant reinforcement and rewards them by allowing them to move on to the next set of problems when they have successfully typed out the letters on the screen. These types of technological resources not only help reinforce academic skills, they do so in a fun, enjoyable way.
-Jonas
Susan,
ReplyDeleteOur school is currently in the process of adopting a new reading program for the next year. We have had much success with our math adoption of two years ago, which included online interactive activities and resources. Naturally, we are looking into the technological resources available with the reading programs we are looking at. Each one has very useful online components; one in particular has some online games. We are debating which program will be the most engaging and productive overall.
With our math program it has been easy to intertwine behaviorism and technology. Students who put out their best efforts and work hard during math time each day usually have time to play on the program’s various games. These games are great in that they are reinforcing the concepts taught as well as harboring a sense of reward and accomplishment when they score well playing them. It has been highly motivating for my young students. Good luck with your new math adoption. I highly recommend having online components!
Allison
Jonas,
ReplyDeleteThanks for your comments. I agree that the motivators tie into the behaviorist learning theory. The challenge, however, is what to do with students who are not motivated in any of the three ways by a tool like a spreadsheet with graphs illustrating that direct relationship between effort and achievement. There will always be a few students who just do not care, and there will always be some who respond with enthusiasm at first and then fall back into bad habits. This doesn't reflect pessimism or doubt on my part, just experience. Behaviorist techniques need to have some relevance to the individual learner in order to have meaning and effectiveness.
Allison,
ReplyDeleteDo you teach elementary students? I'm curious to know which textbook series your district adopted. I teach 7th - 9th grade math, and we are starting to look at different publishers' materials this week. Any comments you have about specific publishers would be appreciated. Thanks!
Susan,
ReplyDeleteA very well-written blog on behaviorism. I particularly enjoyed and thought you did a great job by incorporating the ideas of Jones and Jones and what they included in their book about three types of motivators. When we look at how we teach and what we use to instruct, we begin to notice how much is presented through a behavioristic style of learning and through reinforcement of desired behaviors.
Again, well-done!
Thanks, Chad. I appreciate your comments!
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