The behaviorist learning theory has a poor reputation among educators today, but if teachers take the time to understand it better, they will see that it provides a valuable underpinning to what they frequently do to meet the needs of their students. Behaviorism goes far beyond Pavlov (1928) and his salivating dogs. Each learner has a collection of unique experiences, strengths, and weaknesses, and according to Hickey (2014) is a “co-creator of knowledge” (p. 17). Behaviorism, when combined with instructional strategies and today’s technology, can help all students increase knowledge.
Behaviorism is based on operant conditioning, which predominantly uses reinforcement, according to Orey (Laureate Education, 2015). The behaviorist approach favors a single, correct answer for assessment questions (Keramida, 2015). This concept can be applied using technology to provide differentiation for learners at different stages of readiness. In the classroom, when working on telling time, for example, all student can practice by playing an online game. For those needing remediation, the settings are adjusted to half-hour increments, on-level students practice telling time to the minute, and more advanced students work on determining elapsed time. The fifth student standard of the International Society for Technology in Education (ISTE, 2016) is met by the students using digital resources to test their knowledge and to practice skills. The fifth teacher standard (ISTE, 2008) is met when teachers plan for the differing needs their learners present.
Formative assessment, another application of behaviorism, is an important aspect of student-centered learning. Teachers can use technology to create online quizzes to determine student application of knowledge and next steps for teaching. Plickers and Socrative provide data in my classroom on a regular basis. By collecting information to inform instruction, I am meeting the International Society for Technology in Education (ISTE, 2008) Standard seven. Students who do not demonstrate mastery with the correct response are given additional instruction. This follows behaviorism in helping students to produce the desired action.
Asynchronous instruction is another way to use technology using a behaviorist approach of mostly one-way communication from teacher to learner (Hickey, 2014). This week, my students will be taking a virtual field trip to Italy. Rather than presenting the online trip to all students simultaneously, thereby keeping some students waiting while others complete the graphic organizer more slowly, students will take the trip asynchronously. Students can work at their own pace by playing and pausing the screencast as needed. The graphic organizer, an artifact of student learning, can be saved for review by the students at another time, providing another behaviorist use of technology (Laureate Education, 2015).
During our Genius Hour time, we will be applying behaviorist concepts. I will encourage students to learn to code. I will facilitate learning by meeting with students to discuss its real-world applications and assisting when they meet with challenges as they learn from Hour of Code or Khan Academy videos. Tutorials, such as the coding videos offered by Khan Academy (2018), are based on Skinner’s behaviorism model of programmed instruction (Laureate Education, 2015). Today’s online tools use branching theory but are based on Skinner’s programmed instruction (Keramida, 2015). In these instructional modules, students are recognized for their correct answer, or given additional instruction until they produce the desired result.
Behaviorism uses operant conditioning by providing positive reinforcement of the desired response (Laureate Education, 2015). In our class, students use often use the Seesaw app to demonstrate new skills. Teachers can use technology to offer feedback for effort, delivering positive reinforcement, and as well as providing examples of good work for other students (Pitler, Hubble, and Kuhn, 2012).
Today’s teachers use the behaviorist learning theory in many applications of educational technology. Behaviorism is valuable in its application of asynchronous learning, assessment of student knowledge, reinforcement of desired outcomes, and in providing positive feedback for learners.
References:
Hickey, G. (2014). The impact of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22. Retrieved from the Walden Library databases.
International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016
Keramida, M. (2015, May 28). Behaviorism in instructional design for e-learning: when and how to use. Retrieved from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Khan Academy. (2018). Learning programming on Khan Academy. Retrieved from https://www.khanacademy.org/computing/computer-programming/programming/intro-to-programming/a/learning-programming-on-khan-academy
Laureate Education (Producer). (2015). Behaviorist learning theory [Video file]. Baltimore, MD: Author.
Pavlov, I. P. (1928). Lectures on conditioned reflexes: Twenty-five years of objective study of the higher nervous activity (behaviour) of animals. New York, NY: Liverwright Publishing Corporation. Retrieved from the Walden Library databases.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
