Behaviorist Learning Theory in Technology-Employing Strategies

This week in Educ 6711, we looked at strategies that use technology to reward effort and to make homework and practice more effective. We looked at use of spreadsheets and rubrics to show students how their effort correlates to their success (of lack thereof correlates to their failure). We also looked at ways to use various types of programs such as word processing, spreadsheet-generating, or multimedia editing software for practice of skills, or for homework assignments. Surely these strategies are far too sophisticated to be using behaviorist learning theory, simple operant conditioning that is comparable to dog training... or are they?

When looking at the effort rubric presented in our text, it is clear that, provided students give honest feedback about the amount of effort put forth, it will show them that it results in higher grades. It may not be a connection that the students make on their own, but when faced with the black-and-white data, they should see that their effort (desired behavior) results in higher grades (reward). This strategy seems more complex than the operant conditioning that we learned about in our undergraduate study, but when broken down to its essential elements, it is just that. Just like dog training, if they "sit" (put forth effort), they get a "cookie" (higher grades).

The resources discussed for homework and practice, however, are based more on other learning theories than they are on behaviorist theory. Most especially, the creation of multimedia projects, most effectively employs constructivist theory. These resources can employ behaviorist theory, especially when used for tutoring, but can best be used by students to create, and use the possibilities for social interaction that technology provides.

It has been tempting for me to dismiss behaviorist theory as too simple to meet the needs of my students, but it is important to realize that not all of my students come to me with perfect behaviors. Some need their observable classroom behavior modified through behavior contracts and a system of rewards and consequences. Other students, whose behavior seems to be to standard in the classroom, I now see, can also benefit from a system that gives "cookies" for desired behavior, in that they can clearly see the fruits of their "effort labors".

Resources:

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.