Does Technology Correlate with Instructional Strategies and Behaviorism?

Teachers are still using behaviorism with instructional strategies in order to help students learn. Dr. Orey explains behaviorism as conditioning through reinforcement and punishment. When strategies are used to focus on reinforcement learning is more powerful and it shows that students are learning something (Laureate Education, 2009). Today, schools are driven by numbers on tests, and students come into the classroom with so many differences. "Reinforcing Effort" and "Homework and Practice" are two instructional strategies teachers struggle with because they are hard to balance. Technology is a tool that can help because our students are immersed in a digital world. Computers can help adapt with behaviorist learning so teachers can help in closing achievement gaps.

According to research data across 27 states (McREL), the most-used strategies are "Practice" and "Cues and Questions". On the other hand "Reinforcing Effort" is on the low end of the spectrum (Marzano, Pickering, & Pollock, 2001). As a teacher this tells me that teachers across half the U.S. do not match up when using the behaviorist approach. I use behaviorist strategies in my teaching, but can say that there is inconsistency in my follow through. I try to reinforce effort through practice and homework, but there is a lack of consistency. Students, bring in homework and I check that it is done. I believe it is good practice, but I can see that students are not getting enough in return to feel and see the importance. I offer praise and positives throughout class activities and review material, but is it enough?

In the last year I have been utilizing technology to help my behavioral methods in the classroom. Pitler, Hubbell, Kuhn, and Malenoski (2007) mentions that so many teaching strategies are entrenched in technology. It is a tool that teachers can use to motivate students and reinforce their learning. I currently use interactive games and activities to help review material covered in class. These activities offer feedback and intrinsically motivate students to take an activate role in their learning. Through these educational programs my students can receive class feedback and individual reinforcement. I can collect data on spread sheets to conference with students about their progress and gains in class. Pitler et al. (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). When you offer digital tools, you are relating to their world.

Technology also plays a big part outside the classroom. I now incorporate digital activities for students to work on at home. Students e-mail feedback on the activities they practice. They also provide comments and opinion from teacher directed blogs. I can sit down and provide feedback and reinforcement that fits their learning. According to Marzano, et al. (2001) technology is rarely used in class, while it is a major part of their lives outside the classroom. Students today would rather be multitasking on a computer practicing and exploring, rather than filling in worksheets. They can find a more meaningful connection.

Behaviorist methods will always be used in teaching, but it should not be the only way for students to learn. Implementing technology to classroom instruction is a way to correlate practice and student reinforcement. It will help student catch up and create better connections. Meanwhile, the aid of technology can help in introducing higher level thinking, research, and testing hypotheses. While we still work to close the achievement gap and worry about test scores, students need to be problem solvers for survival in the real world. Technology can aid in this too.


References:

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist Learning Theory. Baltimore: Author.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works. Alexandria, VA: ASCD.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.