Behaviourist Learning Theory, Instructional Strategies, and Technology Tools
Over the years the education system have been
evolving and as such, the varied approaches to learning have been reformed so
as to meet the needs of our 21st century classrooms. Therefore, new teaching
strategies are being employed by teachers within the classroom so as to better
facilitate learners. The behaviourist approach to learning, infused with
instructional strategies and technology tools all plays a vital role today in
enhancing 21st century students learning. According to Orey (2010),
behaviourism is defined by behaviourist learning theories as “changes
in behavior that result from stimulus-response associations made by the
learner” (Orey, 2010). The effectiveness
of teaching and learning results in a change in behaviour and an effective
teacher, uses varied methods and strategies as well as technology tools to
promote positive outcomes in students. According to Dr. Orey (2015) “behaviourism
revolves around operant conditioning’ (Laureate Education, 2015), through
reinforcement and punishment. However Dr. Orey (2015) Stated that “of the two,
reinforcement is considered most important” (Laureate Education, 2015). The Behaviourism approach in the classroom is
mainly about observable behaviour of learners. However this approach can be
adapted so as to suit the learning needs of our 21st century
students by infusing technology and diverse instructional strategies. Dr. Orey
(2015), explained that “operant conditioning can be incorporated in programmed
instruction” (Laureate Education, 2015), this behaviourist instructional strategy
is used collaboratively with technology that provide students with support
during learning. One example of a programmed instruction as outlined by Dr. Orey
(2015) are tutorials which are used for learning that gets the learner to “make
a decision” and the system then provide the learner with feedback as to whether
the answer is correct or incorrect. This
approach have been used in my classroom, to help reinforce concepts that were
previously taught and also encourage self-paced learning, which helps students
to evaluate themselves with minimal to no teacher assistance. The behaviourism-based technology approach
can be located through various websites in which I am interested in exploring
with my students. One behaviourism-based technology that would be useful in my
grade 9 math class is Webmath.com (2016), which can give my students practice in
solving mathematical problems. As well as internet4classrooms (n.d.), for
students to get online and interactive practice in mathematics. The combination
of behaviourism, instructional strategies and technology tools helps to support
students learning, through in class and homework activities. However, Pitler
et. al (2012) recommended that we “teach students about the relationship
between effort and achievement” (Pitler, 2012, p. 58).
In today’s
technological environment, the use of technology correlates with 21st
century students and their learning. Hence, the technology tools and websites and
tutorials can be used to enhance the students learning through reinforcement.
However, Orey (2010) asserted that, Behaviorist techniques have long been
employed in education to promote behavior that is desirable and discourage that
which is not. (Orey, 2010). Behavorist-based instructional strategies and
technology tools have been used in my classroom setting for students to do online
learning activities which does not allow students to complete a stage until they
have successfully mastered it, as well as tutorials and other drill and
practice activities. Pitler et.al (2012) noted that, technology is an excellent
tool that allows teachers to create websites and galleries that provide access
to classmates, parents, and the public at large (Pitler & Hummell, 2012). I
try at all times to promote a positive learning environment within my
classroom, my students are awarded and provided with feedback when they have
completed specific tasks through positive reinforcement. According to Pitler
et. al (2012), "Technology helps students and teachers to better track the
effects of effort and provide more immediate feedback to students."
(Pitler, 2012). Students are able to post their work on wikis and other
websites for teacher to access and provide students with feedback via email or
through other medium.
It is important as an
educator to become cognisant of the ISTE standards for students and teachers.
In using these tools and strategies within my learning environment, my students
will meet the ISTE standards by becoming empowered learners, by using
technology to “seek feedback informs and improves their practice and
demonstrate their learning in a variety of ways” (ISTE, 2016). Additionally, using
the various behaviourism based technology tools allow my students to become
“computational thinkers” in solving mathematical problems using technology. The ISTE for teachers’ strategies that are
addressed in using these tools allows the teacher to “use technology to create,
adapt and personalise learning experiences that fosters independent learning
and accommodate learner differences and needs” (ISTE, 2008) also allows the
teacher to facilitate learning by “creating opportunities that challenge
students to use a design process and computational thinking to innovate and
solve problems” (ISTE, 2008). Thereby promoting learning for all students.
I am
able to apply the sources researched for this module’s discussion by using my
scholarly article on “Using behaviourism approach to promote activity-driven
education” To provide me with further insight on how the behaviourism theory
can be used effectively with the instructional strategies within my learning
environment. I can also use the popular source “Behaviorism in education
student guide”, to provide me with the different tools that can be
used within my learning environment to promote and enhance my students’
learning. This can be implemented within my classroom through, the hour of code
which can be used to promote my students problem-solving and critical thinking skills,
as students can “work step by step through a problem until goals
are achieved” (Colby, 2015). Additionally, through the genius hour, students ae
able to “monitor their own learning (Vigil et. Al, 2015). Instructional strategies and technology can be used
within classrooms to promote behaviourism by reinforcing positive behaviours.
Thereby improving teaching strategies and enhancing the learning environment.
