Integrating Behaviorism with Technology

 

Behaviorism in education is praising preferred behaviors and punishing poor ones (Orey, 2010).  There are many methods to use behaviorism in the classroom, for example, contracts, consequences, reinforcement, extinction, and behavior modification (Orey, 2010). These methods can be used along with instructional strategies and technology tools to support student learning. When educators use instructional strategies and technology tools in the class, they can use behaviorism methods to teach students the desired behavior.  Having good behavioral management can increase engagement time and student performance (Johnson, 2015). Many technology tools will provide instant feedback to students that can enforce the desired outcome as well (Pitler et al., 2012).  Instructional strategies help deliver the curriculum, technology tools enhance it, and behaviorism methods can help manage the students. All three work together to ensure that students are successful in the classroom.

           In my classroom, I use ixl.com as a resource for students to practice concepts we are learning in class. This website offers instant feedback to students as they practice math skills. When a student gets a problem correct, their smart score goes up. If they get it wrong, it explains to the students how to correctly find the answer. Once they get a high enough smart goal, they receive a virtual award (Pitler et al., 2012).  This technology tool uses behaviorism to help the students understand the concept. The student gets praise when they get a problem correct by increasing their smart goal, and they get punished by having the score go down when they get it incorrect when an explanation.  This website can be classified as gamification, where the material is presented in a game form that motivates the students and keeps them engaged during the learning process (Keramida, 2014).

           I also use data collection with my lessons with a student self-assessment survey. After each lesson, students assess where they are at with understanding the learning target for the day. The scale is one to four. If a student is at a one, they cannot complete the learning target with help. Two means they can achieve the learning target with help. Three means they can complete the learning target independently, and four means they can complete it on their own and help a peer. This assessment teaches the students to reflect on their learning and shows me who needs more support. With this, I can give praise to students who are being successful and guidance to struggling students.

           These tools and strategies allow the students to be empowered learners by setting goals and using technology to gain feedback (ISTE, 2016). IXLcom can customize student learning and will enable students to reflect on their learning process. As their teacher, it allows me to facilitate their learning by having the students be independent in working on achieving their learning goals (ISTE, 2018).  I am also an analyst as I use technology to collect formative data from accommodating my students' needs (ISTE, 2018).

           Both of my resources give strategies on how to use technology in the classroom. "Behavioral Education in the 21st Century" shares how behaviorism is changing in a 21st-century classroom and different activity-driven strategies to support it (Johnson, 2015). It gives new ideas on how to adjust to 21st-century skills using technology. This source can give me new perspectives and ideas on how to transition my more traditional methods to integrate technology. My other source, "Behaviorism in Instruction design for eLearning" shares how to apply behaviorism in eLearning and different techniques that might be helpful (Keramida, 2014).  As I transition to distance learning, this source will help manage the desired behavior I would like from my students. This article also talks about gamification and how to engage students in their learning process. I feel this will be helpful as I start to integrate Hour of Code into my classroom. As I transition to distance learning and incorporating the Hour of Code, both sources will help me use behaviorism strategies in the classroom.

 

 

                                                                References

International Society for Technology in Education (ITSE). (2016). Standards for students.

            Retrieved from https://www.iste.org/standards/for-students

International Society for Technology in Education (ITSE). (2008). Standards for educators.

            Retrieved from https://www.iste.org/standards/for-educators

Johnson, K. (2015). Behavioral Education in the 21st Century. Journal of Organizational

Behavior Management, 35(1/2), 135–150. https://doiorg.ezp.waldenulibrary.org/10.1080/01608061.2015.1036152

Keramida, M. (2014). Behaviorism in instructional design for eLearning: when and how to use it.

Retrieved from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved     

            from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with             classroom instruction that  works (2nd ed.).