As I try to integrate more technology in my classroom, I see the value of correlating each element with leading learning theories. This week I explored many resources which support the principles of the behaviorist learning theory. Most all of these resources provided activities for students to either interact by answering questions or experience modeling through watching tutorials.
The resources I explored provided critical feedback (positive or negative reinforcement)in a timely manner. This type of instant feedback illustrates to students that they are learning something (Laureate, 2009). Using technology as programmed instruction, teachers can really target specific desired behaviors in individual students. "Behavior that goes unrewarded will be extinguished"(Orey, 2001). When teachers cannot supply the positive reinforcement, the reward, the instant feedback, in a timely manner, well designed instructional technology can do it for us. As technology gets more sophisticated, programs can go beyond just drill and practice and also link students to a variety of activities that meet their individual needs and differentiate instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Imagine how much more effective homework could be if it included targeted programs on the computer which provided the needed practice, but also provides the critical reinforcement which all students need but rarely get at home while doing homework. Homework could actually become a "fun thing".
My personal experience with instructional technology changing my behavior, mainly comes from tutorials. On-line tutorials,and multi-media presentations, model desired behaviors. Behaviorist theory defines this as observational learning (Orey, 2001). I have had much success in my classroom using this instructional strategy to teach origami. Students watch a video that demonstrates step by step how to fold a paper into a small intricate sculpture. They work at their desired pace and they learn by watching and doing it along with the video. They experience success, thus reward, much more often using this strategy in comparison with my students who attempt to learn it from book illustrations. I believe the modeling is key in this case. Having it on the computer allows me to divide my individual demonstration amongst several students simultaneously.
In having this success with tutorials, My behavior has been reinforced and I suspect that I will be including more of these demonstration videos on my Moodle site.
Laureate Education, Inc. (2009). Brain research and learning. Baltimore, MD: Laureate Ed., Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I completely agree with you about how important modeling is for students. I like that you are showing demonstrations via multimedia because I can see how that would be much easier to follow than just looking at pictures in a book.
ReplyDeleteAs I was reading your post, it made me think about how great it would be to be able to record a demonstation of each of my centers so students could watch it and have the directions laid out for them step by step. The problem would be that I don't have enough computers available to do this at each center. I really like the idea...something to think about!
Hi Karen,
ReplyDeleteI really enjoyed reading your blog. Yes, modeling for our students is very important. This week I will be teaching my fifth graders how to build an electric motor. I am considering having it video taped and put on DVD to show my new students next year.
Karen,
ReplyDeleteYou bring up a very valid point about targeted programs providing critical reinforcement that many students might not otherwise receive at home. Especially in today's time with either single parent families or both parents working and not available when students are completing their homework. I agree with you, with the advances in technology, there's really no reason why homework can't turn into funwork!
As I have begun integrating technology into the classroom, it is clear that modeling is going to become even more important. The students I teach are not familiar with educational technology on many levels. I have learned by trial and error not to take for granted that students can perform tasks using technology simply because they can operate a cell phone or hand held video game.
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