Behaviorism in Practice:

           As I continue my journey as a Walden University graduate student, working toward a master’s degree in Integrating Technology k-12, I have since completed the course Understanding the Impact of Technology on Education, Work, and Society.  Moving forward, I am now enrolled in the course Bridging Learning Theory, Instruction, and Technology, and have already gained a great deal of valued information.  Thus far, through this course I have researched processes of the brain, a variety of learning theories, and their relationships with technology.

                This week, in the text Using Technology with Classroom Instruction that Works, I explored two instructional strategies that embed technology: “Reinforcing Effort and “Homework and Practice”.  Reinforcing effort is an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, 155).  All too often, teachers are struggling to motivate their students to put forth their best effort.  Unfortunately, “not all students realize the importance of believing in effort” (Pitler et al., 2007, 155).  Many students hold external or outside factors responsible for their successes or failures (Pitler et al., 2007, 155), and need to be explicitly taught the significance of effort.  To do so, teachers need to provide students with opportunities to “keep track of their effort and achievement” (Pitler et al., 2007, 155). 

            The second instructional strategy I explored this week is homework and practice.  Homework and practice gives “students a chance to review and apply what they have learned” (Pitler et al., 2007, 187).  When designed effectively, homework provides students with additional practice needed to “deepen their understanding of the content and gain proficiency with their skills” (Pitler et al., 2007, 187).  Homework can often become a controversial strategy, but can be heightened with the use of technology.  Word processors, spreadsheet software, multimedia and various web resources can all serve as channels for homework and practice.       

            Reinforcing effort, and homework and practice, are two instructional practices that correlate with key principles of the behaviorist learning theory.  Although frequently criticized, the behaviorist learning theory lies deep within the history of education and continues to be utilized today. Behaviorist learning theory is “primarily concerned with observable and measurable aspects of human behavior” (Strandridge, 2002).  In the media clip Behaviorism in Today’s Classroom, Dr. Michael Orey explains that behaviorism within the classroom, revolves around operant conditioning with reinforcement and punishment as its two primary mechanisms (Laureate Education, Inc., 2011).  Leading behaviorist, B.F. Skinner developed his theory of operant conditioning in the late 1920’s and later implemented operant conditioning through programmed instruction (Lever-Duffy & McDonald, 2008, 16).  Programmed instruction continues to be a key instructional strategy ubiquitous in online education and it is implemented today through online tutorials (Laureate Education, Inc., 2011).

            When analyzing the instructional strategies reinforcing effort, and homework and practice, it is plain to see that they both draw parallel to the ideologies of the behaviorist learning theory.  To begin, immediate feedback is a key component of the behaviorist learning theory and the effective execution of reinforcing effort.  Behaviorists believe that students learn through a series of behaviors and consequences, similarly to reinforcing effort which shows students how their effort correlates to achievement.   In the case of reinforcing effort, effort is the measureable behavior and achievement, or lack of achievement, is the consequence.  Consequences, as described by behaviorist, “may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic” (Standridge, 2002).  Likewise to reinforcing effort, homework and practice is comprised of behaviorist ideals.  As stated in the article, The Behaviorist Orientation to Learning, practice and repetition is a key component of the behaviorist learning theory.  “Frequent practice, and practice in varied contexts, is necessary for learning to take place” (Smith, 1999).  Homework, when created effectively is essentially just that. 

              There are several types of behavior-based technology resources that can support and facilitate the implementation and management of reinforcing effort and homework and practice.  Online tutorials can be used for either instructional strategy.  Online tutorials present students with information and guide them through a series of essential questions, with immediate feedback dependent on their answers (Laureate Education, Inc., 2011).  Online educational games and apps, lend themselves to repetition and practice.  These games can be modified to review specific knowledge taught in class, ideal for homework assignments.  Moreover, many online educational games are capable of saving and recording scores.  They enable students to track their progress over time and in turn reinforce effort and achievement.

            Moving forward, it is clear that reinforcing effort and homework and practice are two instructional strategies that correlate with behavioral learning theories.  With the use of technology, both homework and practice and reinforcing effort, can transform and sustain active engagement amongst our students.

****Make sure to scroll down below my list of References to check out some additional resources I found related to reinforcing effort, homework and practice, and behaviorist learning theory.  Enjoy, and let me know your thoughts! **** 

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Additional Resources to Explore!

(Please click on the italicized links in blue)

• Learning Styles and Student Perceptions of the use of Interactive Online Tutorials : This article, found through the Walden University library, discusses benefits of online tutorials through a recent study performed with students in Britain

• Class Dojo: Class Dojo is an interactive behavior management system.  Class Dojo has SmartBoard capabilities and can also be downloaded as an iPad app.  I will be using this next year!

• MathBoard: MathBoard is a must have app for your iPhone or iPad!  This app is good for students k-5, and tests various types of math skill.  When using MathBoard students are able to save their scores and track their progress over time.  I recently downloaded this app, and LOVE it! MathBoard is a great resource for practice and reinforcing effort. 



Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,  teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Reflection:

         Through the course, Understanding the Impact of Technology on Education, Work, and Society, I have developed new technology skills, deepened my knowledge of the teaching and learning process, and in many ways have altered my perspective from teacher to learner-centered.  Prior to this course, I considered myself an average technology user.  After completing a short technology survey during week one, I concluded that I was a moderate technology user, in both my personal and professional life. In a mere seven weeks, I have learned how to blog, construct a wiki, and create a podcast.  With help from my professor and classmates, I have been able to expand my knowledge of relevant technologies and learn ways to effectively integrate these technologies into my classroom.

          As educators, we often strive to be experts of the content we teach.  Seven weeks ago, I considered myself far from an expert technology user.  In turn, I was somewhat uncomfortable integrating new and upcoming technologies into my daily teaching practices.  I often wondered how I, as a Digital Immigrant (Prensky, 2001, 3), would teach my students innovative was to use technology, when the knowledge and technological skills they possessed well outweighed my own.  Now, I am more confident and feel secure in my abilities to teach and engage my students through fresh technological avenues. 

          Through this course, I have taken the appropriate steps along the path of a life-long learner striving to successfully integrate technology into the classroom.  Through this graduate course, I myself have become an accomplished blogger, who now follows other blogging educators through a Google reader.  By doing so, I am currently able to collaborate and learn from educators around the globe, while expanding my opportunities for professional development.  In addition, I am a recent co-creator and collaborator of a wiki space, experiencing first hand its uses and benefits.  Lastly, I am a director of a podcast, recording students’ voices as well as my own to report collected class data.  Through these new experiences, I can not help but feel a sense of accomplishment and growth. 

          While experiencing new types of technology, I have opened my eyes to a new age of learners.  An age of students dubbed Digital Natives, who learn in different ways and at rapid speeds.  Students who are “used to the instantaneity of hypertext, downloaded music, phones in their pockets, a library on their laptops, beamed messages and instant messages (Prensky, 2001, 4).  With this in mind, I now know the importance of fostering a learner-centered environment to engage and motivate my students.  I have learned that it is necessary to stretch beyond the assigned curriculum and teach students the 21^st century skills that they will need to succeed outside of the classroom.  Students need a facilitator who will provide them with opportunities to problem solve, and take ownership of their learning. 

          As this school year comes to a close, I have already begun to set goals to transform my classroom environment for next year.  One goal I have is to create a class blog, and introduce it to my new set of fourth grade students in September.  Initially, I plan to have students post about themselves and their summer.  Therefore, in the beginning, the class blog will serve as an outlet to get to know one another.  As the year goes on, I foresee continuing to use the class blog as an area for homework questions, reading assignments, and much more! 

          A second goal I have for next year is to introduce the students to wikis.  Although familiar with Wikipedia, many students are unaware that they can create and collaborate on their own wiki space.  I would like to have the students create wiki spaces, in pairs, as part of a required research unit.  Within this unit, students will create several pages on their wiki for resources, images, and a page to draft and edit a collaborative research paper.  To ensure that I achieve these goals, I have included them as part of my Professional Development Plan for the 2012-2013 school year, which I have shared with my administrators.  Although I expect challenges, I also anticipate successes.

          Week one of this course, I completed a short technology checklist gagging my employment of 21st century skills as well as my use of technology skills for the school and workplace environments.  Much has changed since I completed this checklist, particularly under the area of developing technology skills.  Previously, I did not have a clear vision for technology integration.  Now, I not only have a clear vision as how to integrate technology across the curriculum but I am communicating that vision to my colleagues.  

          I am grateful to have taken this course, and look forward to continuing this journey.  Thank you to my both professor and colleagues for their guidance, advice and support.  

Resources:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Podcast- Profiling the Students of Today:

           As educators, it is imperative that we take the time to discover the unique dynamics of our classrooms.  It is clear that students of the 21^st century are entering into the classroom with new skills, and knowledge.  Prior to any formal teaching, many of these students have been exposed to and have had experience with a variety of different technologies.  Theorist Marc Prensky (2001) has coined these students as Digital Natives, a new generation of students, who “are no longer the people our educational system was designed to teach” (1).  Digital Natives have been born into a world submerged in technology, therefore they “think and process information fundamentally differently” (Prensky, 2001, 1) than those from past generations. 

            This week I explored the digital abilities and digital learning styles of my students through a short technology survey.  This survey consisted of fifteen questions that focused on students’ technology usage both at home and at school.  Twenty-five fourth grade students were surveyed.  To report our results, myself and seven of my students have created a short five minute podcast. 

            To listen to the podcast, please click on the URL below.  As always, any comments or feedback would be greatly appreciated!

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Podcast Link :
http://podcast47790.podomatic.com/entry/2012-06-01T12_41_37-07_00