After reading chapters 8 and 10 in Using Technology with Classroom Instruction that Works, I noticed that a couple of the strategies mentioned have a great impact on behaviorist methods of teaching (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think that using web resources for finding online games for students is very helpful in terms of providing ample practice for the students, and behaviorist methods lean heavily on repetition to reinforce students (Pitler et al., 2004, pg 195). I also think using spreadsheets as a method of showing numerous examples of graphs to students follows behaviorist strategies because it allows the student to see what happens when changes are made to an equation (Pitler et al., 2004, pg 191). The changes are like the effect in a cause and effect situation or a result of a certain behavior. The students are able to get a lot of exposure to many problems in a short amount of time. This allows the students to connect to the material quicker and more efficiently. As for reinforcing effort, the section on making an effort rubric and logging their results relates well with behaviorist practices. This is true because the students are able to quickly see the results of their effort. Behaviorism is based on a rewards and punishment system. After logging their effort rubric results from their units, the students are able to determine if their efforts or lack there of result in rewards or punishment. Then the student can make the connection to effort and good grades. I think that these three practices directly correlate with behaviorist principles of learning theory because they focus on repetition and results to help shape students behavioral practices of learning.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
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I am not sure the spreadsheet method for compiling data is the quickest way to show students results of their effort. I see a lot of work in compiling the data. I also worry about the validity of the data. Effort is relative to students. I guess it would depend on the individual. I like to apply the behaviorist theory through technology. Using programs, software, or websites to teach or reinforce a concept and then giving students instant feedback. Of course this has its pitfalls as well. I feel that this use of technology should be limited, time wise, or it will loose its effectiveness.
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