When looking at the behaviorist learning theory and the correlation with technology, I find that technology can supplement and enhance learning in the classroom. The resources prove that teacher and student can benefit from quick feedback after completing a skill or task. In a given environment, technology can help students become more receptive which in turn can lead to students becoming more efficient.
In the assigned readings for Using Technology with Classroom Instruction that Works, there are two learning strategies that the authors discuss. The first is reinforcing effort. This strategy is based on the research that students can change their beliefs and make connections between effort and achievement by using a spreadsheet like Microsoft Excel. How a teacher and student can utilize this spreadsheet for their own benefit is by showing exactly what effort looks and have a student track their effort on a daily basis. Realistically I feel that this type of rubric can work, but is not necessary for every child at the middle school level. However, allowing for a student and teacher to see hands on the the relation between effort and grades they earned on a test can be huge for progress in a child's choices of effort.
The other strategy mentioned in the assigned reading for this week was homework and practice. This strategy is based on the simple fact that technology can offer multiple exposures to practice skills and concepts being taught in the classroom. Therefore, allowing for quick feedback and a rewarding form of studying. The use of technology not only offers a wealth of resources outside the classroom, but it also makes it easy for students to work and study.
The educational system and the designers of the technology platform need to be mindful of the end user to create a user friendly system that provides comfortability and enhances learning efficiency in order for the behaviorist learning theory to survive in the classroom.
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I also felt the rubric mentioned in this weeks reading would not work for every student. I do believe that this model is quite useful. Having the students be able to see what kind of effort they are putting forth is a great idea. I work with first graders and obviously the rubric wouldn't work for my little ones but I do offer a weekly effort grade. If the get a check for not putting forth effort in a specific catagory we always talk about it. By laying out clear expectations the students know what is required of them. I found this website with an effort rubric and some other interesting behaviorist-learning ideas.
ReplyDeletehttp://gets.gc.k12.va.us/VSTE/2008/3effortandrecognition.htm
Hello! I enjoyed reading your post! I agreed with your feelings on the rubric and it reminds me of an argument we are currently having in our school system. Our county has been researching theories on the use of homework. It has found research that suggests that there is no correlation between homework and achievement. They feel that because most homework that is being used does not apply to all students and their learning styles that it is pointless. Many feel that either each homework needs to be differentiated for each student, or we should not have it at all! I am having a hard time deciding how I feel about it! Where you teach, do they have any similar arguments?
ReplyDeleteSarah Horner
Hi Joy, I enjoyed reading your post. I agree with you that the effort and achievement spreadsheets do not work for all students even at the high school level, although I think it may be useful for some students.
ReplyDeleteWhen you said that the educational system and technology designers should be mindful of the end user, creating a user friendly system which would enhance learning efficiency, I cannot help feeling that at this moment most software is very user friendly and appealing. I can´t help remembering the time when I first time I came across computer programming. It was in 1981 and we had the punch card system where we would have to wait a week before we received our program back, and it was not user friendly.