Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

 Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

     Behaviorism can be defined as “motivational variables that demonstrably influence the effectiveness of the consequences of actions” (Aló & Cançado, 2013, p. 641). In terms of its interconnectivity with instructional strategies and technology tools, it can be implied that the digital learning applications used, can and will, enhance a teacher’s methodology in disseminating information, for mastery purposes, when aspects of human behavior are taken into account. Strategies such as the ability to ask learner experience relatable questions, to the students, about the lesson “can motivate students by tapping into their curiosity and interest in the topic” (Pitler et al., 2012, p. 91) thereby supporting student learning by making connections between the familiar and unfamiliar. Strategies and tech tools work together in terms of relating to the learning theory by operant conditioned programmed instruction to reinforce the desired learning attributes wanted by the teacher. An example of this, in today’s society, would be using online software tutorial programs that allows the learner to proceed to the next learning sequence when mastery has been shown by providing correct responses. And remediating the process with additional supports when the actions and or responses from the learner does not meet the algorithm requirement of the correct response. 

     I currently use a behaviorist-based instructional strategy associated with symbolic long term consequence actions (Orey, 2010, p. 273). I run a technology-based grading tool program that automatically drops the quarter-final assessment grade when the student’s overall average for the marking period is 90% or above. This encourages the student to produce outstanding marks on all assignments leading up to the final in order to be exempt and or drop the final grade and still end up with an “A’ for the quarter. In terms of the student ISTE that relates to the aforementioned behaviorist-based instructional strategy technology tool, an empowered learner comes to the forefront when the student can leverage technology to achieving competency in and for their learning goals (ISTE, 2016). The ISTE Educator Standard that ties this all together is that of a facilitator in which “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008) takes place in the scenario.

     The ways in which I can apply the sources I researched for the Module 3 Discussion entails monitoring and collecting data associated with learner positive feedback, on an academic and social level, to improve student learning and attitudes toward student learning. And taking away something unpleasant, from a student learning situational context, to increase wanted behavior from the pupil. In both cases, operant conditioning takes place to achieve a wanted outcome for the teacher as well as the student. I would integrate the previously mentioned sources into my science fair scientific inquiry GH based activity by incorporating weekly individual student check-ins to give encouragement and praise on minimal and significant progressions concerning their project as well as grade incentive increases to any assignments marked lower than a “C” for continued positive progress on the project. This supports the behaviorist learning theory of a “presentation of a stimulus that increases the probability of a response” (Orey, 2010, p. 273) which is positive reinforcement.

 

 

References

Aló, R. M., & Cançado, C. R. X. (2013). Coming to Terms with Motivation in the Behavior-Analytic Literature. Psychological Record, 63(3), 641–654. https://doi-org.ezp.waldenulibrary.org/10.11133/j.tpr.2013.63.3.016

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. 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.). Alexandria, VA: ASCD.