Upon reflecting on the EDUC 6712 course, I find that I have once again discovered how much more there is for me to learn. While some of the concepts in a course about information literacy and online inquiry may appear to be common sense, a closer look reveals a deeper truth about the way we teach and how we integrate technology into the classroom.
I think the most striking revelation I found in this course relates to the teaching of new literacy skills to our students. While the old literacies of reading, writing, language, etc., are still a foundation of education, it is now crucial that our students receive instruction with additional literacy skills that build on the old, but incorporate the skills they will need in today’s modern workforce (Leu, Kinzer, Coiro, & Cammack, 2004). After completing the 21st Century Fluencies Quotient Insta-Audit by Ian Jukes (2007), I was surprised to find that the 21st century literacy skills were not all about technology like I had anticipated they would be. Instead, most of them deal with being able to work cooperatively in a group and reading and communicating effectively in a variety of mediums (written, in a group, electronically, etc.). There are also fluencies that relate to seeking and presenting information in the problem solving process. While these literacies may have surprised me at first, I suppose they really should not have. Technology integration has never been about making sure the classroom is stocked full of the latest and greatest technology, but in how seamless the technology is integrated into the curriculum and making it personal (Laureate Education, INC., 2009).
Keeping that fact in mind, the information and experience I gained in this course will influence the way I teach from this point forward. It is easy enough for me to have my students use the Internet to find information about the subject they are researching, but after this course I now know this needs to be a taught process. Students need to be taught how to do an Internet search. I need to teach them how to expand or narrow their searches to find the most relevant information. I also need to teach them to look critically at the information they find. With anybody able to publish nearly anything, students have to have the skill of finding and analyzing good information. Finally, students need to learn how to communicate the information in an effective way to a varied audience.
One of the professional goals I would like to pursue after taking this course is working the new literacies seamlessly into the total curriculum. There are so many things we are required to teach our students, that the idea of adding anything else seems overwhelming. However, these new literacies differ from the old ones because they lend themselves well at working with the curriculum instead of adding to it. It will take some work though. The next Walden class we take is about integrating technology across the content areas, which should offer some great ideas. I also will look through the curriculum and see what areas lend themselves to project-based learning, and working cooperatively with peers (both within the room and around the world). This is not a small goal, but with some hard work, it is a doable goal. The reward is well worth the price; preparing our students for life in the 21st century.
References:
Laureate Education, Inc. (Executive Producer). (2009). It’s Not About the Technology. Baltimore: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R. B. & Unrau, N. J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570-1613). Newark, DE: International Reading Association.
Saturday, October 31, 2009
Sunday, June 28, 2009
Reflection Post for EDUC 6711
When reflecting back on this course I find that, as with most things in education, I am constantly fluctuating and reevaluating my thoughts and ideas on being a better and more effective educator. The learning theories looked at in this course were not new to me. I have studied behaviorism, cognitive, and constructivist theories before. The benefit of this class was in the context in which these theories were presented. Instead of simple facts about the theories and their differences, this course had me putting them into practice and showed how I can integrate technologies that complement the theories. I was able to make immediate changes that can enhance my students’ learning as well as some long-term goals to change my instructional practice in a positive and exciting way.
When I look back over my personal theory of learning from the first week of the course, I think the biggest thing that I have altered is including and emphasizing more the importance of social learning theory. Connectivists believe that people learn about and understand the world primarily through social interactions (Laureate Education, Inc., 2009). This is something that I have begun to see as true for my students and myself. By placing greater importance on social learning, I see greater motivation and improved learning in my classroom.
Using concept mapping software and virtual field trips will be the two most immediate changes in technology use that I have made into my classroom. My students enjoy the virtual field trips that we have begun taking. The visual component makes my lessons more concrete in my students’ minds allowing them to more easily make the important shift from short term to long term memory. The concept map software available from IHMC CmapTools are easy to use and can easily be adapted for my students’ use. The ability to add pictures and sounds to the maps again help my students take concepts that may seem abstract and foreign and make them more concrete. Advanced organizers, like the concept map software, help the students to organize and make sense of the content they are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73).
The first long-term goal I have for technology integration into my instructional practice is using available technology to recognize and reinforce effort. My students love to “show-off” their hard work. Using blogs, classroom websites, and VoiceThreads they can publish their work to a wider audience and seek feedback and reinforcement from others. Next year, I hope to set up accounts that will allow my students to use these resources in the classroom. The first step is making sure that I will be able to access the sites in my classroom, as many times, these sites are blocked by my district.
The second long-term goal I have is making sure that the technology I bring into the classroom becomes learning tools and not just instructional tools. While some software is designed to help teachers with tasks like attendance and grade keeping, programs such as PowerPoint and hardware like interactive whiteboards, often ends up being used as only an instructional tool. By making sure to get my students using the technology that is integrated into the classroom I ensure that they receive the maximum benefits from the technology. I can make sure that I am completing this goal by evaluating and reflecting each lesson I teach and looking at the technology I use. Placing the technology into the hands of my students will also increase motivation and have a positive effect on my students’ learning.
References
Laureate Education, Inc. (Producer). (2009). Program nine. Instructional Theory vs. Learning Theory [Motion picture]. Connectivism as a Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When I look back over my personal theory of learning from the first week of the course, I think the biggest thing that I have altered is including and emphasizing more the importance of social learning theory. Connectivists believe that people learn about and understand the world primarily through social interactions (Laureate Education, Inc., 2009). This is something that I have begun to see as true for my students and myself. By placing greater importance on social learning, I see greater motivation and improved learning in my classroom.
Using concept mapping software and virtual field trips will be the two most immediate changes in technology use that I have made into my classroom. My students enjoy the virtual field trips that we have begun taking. The visual component makes my lessons more concrete in my students’ minds allowing them to more easily make the important shift from short term to long term memory. The concept map software available from IHMC CmapTools are easy to use and can easily be adapted for my students’ use. The ability to add pictures and sounds to the maps again help my students take concepts that may seem abstract and foreign and make them more concrete. Advanced organizers, like the concept map software, help the students to organize and make sense of the content they are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73).
The first long-term goal I have for technology integration into my instructional practice is using available technology to recognize and reinforce effort. My students love to “show-off” their hard work. Using blogs, classroom websites, and VoiceThreads they can publish their work to a wider audience and seek feedback and reinforcement from others. Next year, I hope to set up accounts that will allow my students to use these resources in the classroom. The first step is making sure that I will be able to access the sites in my classroom, as many times, these sites are blocked by my district.
The second long-term goal I have is making sure that the technology I bring into the classroom becomes learning tools and not just instructional tools. While some software is designed to help teachers with tasks like attendance and grade keeping, programs such as PowerPoint and hardware like interactive whiteboards, often ends up being used as only an instructional tool. By making sure to get my students using the technology that is integrated into the classroom I ensure that they receive the maximum benefits from the technology. I can make sure that I am completing this goal by evaluating and reflecting each lesson I teach and looking at the technology I use. Placing the technology into the hands of my students will also increase motivation and have a positive effect on my students’ learning.
References
Laureate Education, Inc. (Producer). (2009). Program nine. Instructional Theory vs. Learning Theory [Motion picture]. Connectivism as a Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 4, 2009
VoiceThread
Here is the link to my VoiceThread project for Application 5 in EDUC 6711. In it I talk a little about some of the technology I use in my classroom. Some of that technology is out of date or difficult for some of my students to use.
http://voicethread.com/share/528897/
http://voicethread.com/share/528897/
Wednesday, June 3, 2009
Connectivism and Social Learning in Practice (APP 5 for EDUC 6711)
Social learning theory puts forth the idea that people learn primarily from what they observe other people doing. As children, we learned from our parents, siblings, teachers, and peers. Even as adults, we may often learn how to act in a certain situation or environment based on our observations of others. Creating a classroom where social learning theory is practiced means lots of cooperative learning. While constructionist learning theory has an individual creating an artifact, social learning theory has students working together to create the artifact. Given the incredible wealth of technology and Web 2.0 tools available to many people, it is now possible for collaborative learning to occur both with peers in the classroom and around the world.
In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) list several ideas for integrating technology into a cooperative learning setting (pgs. 141-154). The first way they suggest is to have students create a multimedia presentation. This can be a high interest and motivating activity for students. The authors note that this is a complex activity that requires a lot of attention to detail and would require students to work effectively in the collaborative environment. The second suggestion they offer is to use Web resources. Web resources allow students to communicate with peers from around the country or world. This communication can be used for further collaboration or a learning exercise. Sites such as ePALS and Keypals Club International help in setting up correspondence from students around the world. Other Web resources include WebQuests to focus students’ learning on the information instead of finding it, and Web site creation tools such as iWeb (for Macintosh operating systems), Publisher, TOWeb, and Cool Page.
Collaborating over the Web also gives teachers and students the chance to organize data and share resources. Shared bookmarking sites such as del.icio.us allow users to collect all their favorite Websites and resources in one location and then share them with others. Teachers can also set up blogs and wikis through sites such as Edublogs and Wikispaces to collect the group’s information.
One of the fastest growing aspects of the Web today is social networking. Sites like Facebook have entered into mainstream culture. It is almost certain today that most of our students are already using resources like this to collaborate and communicate with friends. While many of them do this as a form of entertainment, social networking can be a powerful tool that people can use to find jobs, relationships, and more. Regardless of our feelings towards using these tools, our students need to learn how to use them in a responsible and useful way. Used correctly, these tools will be essential to our students’ future as a member of today’s global workforce.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) list several ideas for integrating technology into a cooperative learning setting (pgs. 141-154). The first way they suggest is to have students create a multimedia presentation. This can be a high interest and motivating activity for students. The authors note that this is a complex activity that requires a lot of attention to detail and would require students to work effectively in the collaborative environment. The second suggestion they offer is to use Web resources. Web resources allow students to communicate with peers from around the country or world. This communication can be used for further collaboration or a learning exercise. Sites such as ePALS and Keypals Club International help in setting up correspondence from students around the world. Other Web resources include WebQuests to focus students’ learning on the information instead of finding it, and Web site creation tools such as iWeb (for Macintosh operating systems), Publisher, TOWeb, and Cool Page.
Collaborating over the Web also gives teachers and students the chance to organize data and share resources. Shared bookmarking sites such as del.icio.us allow users to collect all their favorite Websites and resources in one location and then share them with others. Teachers can also set up blogs and wikis through sites such as Edublogs and Wikispaces to collect the group’s information.
One of the fastest growing aspects of the Web today is social networking. Sites like Facebook have entered into mainstream culture. It is almost certain today that most of our students are already using resources like this to collaborate and communicate with friends. While many of them do this as a form of entertainment, social networking can be a powerful tool that people can use to find jobs, relationships, and more. Regardless of our feelings towards using these tools, our students need to learn how to use them in a responsible and useful way. Used correctly, these tools will be essential to our students’ future as a member of today’s global workforce.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Constructivism in Practice (Application 4 for EDUC 6711)
Constructivist/constructionist learning theory gives the learner a more active role in their education. With constructionist learning theory, the student produces an artifact that can then be shared with others (Laureate Education, 2009). This artifact can be any number of things from a graph or project to a drawing or movie. In the end, the student is able to show what they have learned by producing the artifact.
Technology can play an important part in constructivist/constructionist learning theory. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski talk about several of the ways that technology can be integrated by having students generate and test hypotheses (pgs. 202-216). The first way they recommend is through the use of spreadsheet software. Teachers can set up documents in advance in the form of templates and allow the students to manipulate numbers and get instant results with the ability to graph. Data collection tools such as digital probes, digital microscopes, as well as the internet itself (through collaborative project Web sites such as Global Schoolhouse) provide easy and quick data collection, giving the learners more time to speculate on the results and perform additional collection. Web resources provide gaming software and simulations that give students interaction to make decisions and test hypotheses in a simulated environment that would be nearly impossible perform without the aid of this technology. Some examples the authors refer to are Smog City, NOVA Building Big, PrimaryAccess, Invention Web Resources, and Practicing with the Catapult. All of these Web sites allow the user to play around and manipulate variables in a simulated environment. This gives the student a more concrete way of looking at how their decisions affect the world around them. There are also Web sites dedicated to helping teachers plan project-based learning experiences. Some of these sites include Project-Based Learning: The Online Resource for PBL, Apple Learning Interchange: Online Project-Based Learning, and Edutopia: Project Learning. These sites, and others like them, have databases of projects to help teachers get started and to share ideas with others.
When using technology to facilitate constructionist learning theory in the classroom, I believe we must once again, make sure that we are being relevant to our students lives. Most students have inquisitive minds and like to see how things would change if they were allowed to manipulate the pieces. Technology gives them the chance to do that while designing a finished product, or artifact, that they can be proud of.
Shannon Eno
Resources
Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology can play an important part in constructivist/constructionist learning theory. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski talk about several of the ways that technology can be integrated by having students generate and test hypotheses (pgs. 202-216). The first way they recommend is through the use of spreadsheet software. Teachers can set up documents in advance in the form of templates and allow the students to manipulate numbers and get instant results with the ability to graph. Data collection tools such as digital probes, digital microscopes, as well as the internet itself (through collaborative project Web sites such as Global Schoolhouse) provide easy and quick data collection, giving the learners more time to speculate on the results and perform additional collection. Web resources provide gaming software and simulations that give students interaction to make decisions and test hypotheses in a simulated environment that would be nearly impossible perform without the aid of this technology. Some examples the authors refer to are Smog City, NOVA Building Big, PrimaryAccess, Invention Web Resources, and Practicing with the Catapult. All of these Web sites allow the user to play around and manipulate variables in a simulated environment. This gives the student a more concrete way of looking at how their decisions affect the world around them. There are also Web sites dedicated to helping teachers plan project-based learning experiences. Some of these sites include Project-Based Learning: The Online Resource for PBL, Apple Learning Interchange: Online Project-Based Learning, and Edutopia: Project Learning. These sites, and others like them, have databases of projects to help teachers get started and to share ideas with others.
When using technology to facilitate constructionist learning theory in the classroom, I believe we must once again, make sure that we are being relevant to our students lives. Most students have inquisitive minds and like to see how things would change if they were allowed to manipulate the pieces. Technology gives them the chance to do that while designing a finished product, or artifact, that they can be proud of.
Shannon Eno
Resources
Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 20, 2009
Cognitivism in Practice (Application 3 for EDUC 6711)
The cognitivist perspective of learning is one where learning takes place thorough the senses and is stored, first in short term memory, and finally long term memory, if the student is able to make connections to other pieces of information they have already stored. In essence, cognitivism makes use of the way we think to understand the way students learn (Lever-Duffy & McDonald, 2008, p. 16).
In their book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) present some ideas to help students acquire and integrate learning. The first set of ideas deal with using cues, questions, and advance organizers (pgs. 73-85). Cues give the student hints about what they will be learning about, and begin to help them organize in their minds what they might already know about the subject. This helps them to make the connections to other subjects already stored in their memory and to help them process the information to enter from short-term to long-term memory. Questions are similar to cues in that they are used to help the student access their prior knowledge and make the needed cognitive connections. Advance organizers can be anything from brochures, rubrics, and articles, to tables and charts to help the student visually focus on the important information they will be learning about. Some of the ways to make use of technology to make advance organizers includes using word processing to have the students make brochures prior to a field trip and making rubrics using spreadsheet software. Another use of technology is to make concept maps using software like Kidspiration to help students visually organize and brainstorm their thoughts as well as the important concepts from the material. Websites such as United Streaming, Google Video, and BrainPOP Jr. also provide multimedia examples of advance organizers in the form of video clips used to help the students think about upcoming material and link it with their prior knowledge. These sites can be viewed at home and allow the families to get involved with their child’s learning, helping to make the learning more meaningful to the student. Virtual field trips can also help students to visually process a location that they are unable to physically visit, such as a zoo, an ocean, or somewhere halfway around the world. Virtual field trips allow the student to begin and make connections that will be more real than simply reading about the location.
Many students may become frustrated when trying to take new information and summarize it or when searching for the main points they need to know. Pitler et al. also make recommendations on how to integrate technology to help students take notes and summarize text (pgs. 119-138). Using word processers, students can make use of auto summarizing, where the program will look through the typed text and locate the main ideas and key points. Inspiration allows teachers to make guided notes, where the students fill in certain points from a text or video. This can help the student narrow their focus to only the relevant information. Teachers may also choose multimedia technology to have students present notes and summaries. PowerPoint software allows students to create combination notes with main ideas, a multimedia enhancement, and a summary statement. Combination notes are powerful tools that link the text with pictures, auditory stimuli, or video that can help the student make a strong cognitive connection. There are also web resources that help students take and present notes in a collaborative manner including Google Docs, ThinkFree, wikis, and blogs. One of the important things to remember is that students need a variety of formats and options to take notes. The more options they have the more personal connections they can form and the more likely they will store the information into their long-term memory.
Using technology to support cognitive learning will help students of all abilities, ages, and levels. Whether using a simple word processor or top of the line multimedia software, students will enjoy using the technology to create, explore, summarize, and present their new information in a meaningful and motivating way.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In their book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) present some ideas to help students acquire and integrate learning. The first set of ideas deal with using cues, questions, and advance organizers (pgs. 73-85). Cues give the student hints about what they will be learning about, and begin to help them organize in their minds what they might already know about the subject. This helps them to make the connections to other subjects already stored in their memory and to help them process the information to enter from short-term to long-term memory. Questions are similar to cues in that they are used to help the student access their prior knowledge and make the needed cognitive connections. Advance organizers can be anything from brochures, rubrics, and articles, to tables and charts to help the student visually focus on the important information they will be learning about. Some of the ways to make use of technology to make advance organizers includes using word processing to have the students make brochures prior to a field trip and making rubrics using spreadsheet software. Another use of technology is to make concept maps using software like Kidspiration to help students visually organize and brainstorm their thoughts as well as the important concepts from the material. Websites such as United Streaming, Google Video, and BrainPOP Jr. also provide multimedia examples of advance organizers in the form of video clips used to help the students think about upcoming material and link it with their prior knowledge. These sites can be viewed at home and allow the families to get involved with their child’s learning, helping to make the learning more meaningful to the student. Virtual field trips can also help students to visually process a location that they are unable to physically visit, such as a zoo, an ocean, or somewhere halfway around the world. Virtual field trips allow the student to begin and make connections that will be more real than simply reading about the location.
Many students may become frustrated when trying to take new information and summarize it or when searching for the main points they need to know. Pitler et al. also make recommendations on how to integrate technology to help students take notes and summarize text (pgs. 119-138). Using word processers, students can make use of auto summarizing, where the program will look through the typed text and locate the main ideas and key points. Inspiration allows teachers to make guided notes, where the students fill in certain points from a text or video. This can help the student narrow their focus to only the relevant information. Teachers may also choose multimedia technology to have students present notes and summaries. PowerPoint software allows students to create combination notes with main ideas, a multimedia enhancement, and a summary statement. Combination notes are powerful tools that link the text with pictures, auditory stimuli, or video that can help the student make a strong cognitive connection. There are also web resources that help students take and present notes in a collaborative manner including Google Docs, ThinkFree, wikis, and blogs. One of the important things to remember is that students need a variety of formats and options to take notes. The more options they have the more personal connections they can form and the more likely they will store the information into their long-term memory.
Using technology to support cognitive learning will help students of all abilities, ages, and levels. Whether using a simple word processor or top of the line multimedia software, students will enjoy using the technology to create, explore, summarize, and present their new information in a meaningful and motivating way.
References
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 13, 2009
Behaviorism in Practice (Application 2 for EDUC 6711)
Behaviorism has become something of a dirty word with many educators today. I do not consider myself to be a behaviorist, and yet to dismiss the ideas behaviorism presents means having to do away with strategies that are proven to work along with a lot of great technology. Every day I use rewards and punishment in the classroom. I also use drill and practice sessions to help my students master the skills they need to be as independent as possible in the community. To this end, I try to make these sessions as interesting and motivating as possible by using technology. One example is through the use of a computer program that my speech therapist and I designed to reward correct responses from the student with music and a short video, which are very motivating to my students. In their book, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) talk about using technology to help students reinforce their effort and when doing homework and practice sessions (pgs. 155–164 & 187–201).
When reinforcing student effort, behaviorist theory would have the student keep track of their achievement based on effort to see that when they put more effort in their achievement improves. Pitler et al, suggest making this easier by using spreadsheets and data collection tools such as online surveys using Survey Monkey. When students see that their increase in effort leads to higher achievement it helps reinforce the effort and becomes self-motivating.
Some skills lend themselves to needing more than just a memorizing of facts. These skills such as learning to do addition problems require repetitive practice for the student to become efficient. For years, teachers made dittos for students to get this drill and practice to ensure that students would be able to perform the skill proficiently. While this practice can be dull and non-motivating for most students, there are many technology options available that can make this practice more fun and exciting. Pitler et al, recommend the use of word processing applications, spreadsheets, multimedia resources, Web resources, and communication software to help increase the student motivation to practice and do homework, thereby increasing their efficiency at completing the task. Word processers can help students analyze their writing and offer suggestions at making it more sophisticated. Spreadsheets allow students to manipulate and graph data in different ways leading to a better understanding of the concepts they are learning. The use of software that allows students to make multimedia projects can be highly motivating and rewarding for students while also giving them the opportunity to become proficient with tools they may need in the workforce. Web resources can help replace drill and practice dittos with online educational games and can be done from both school and home. Some of their examples include BrainPop, BBC Skillswise, and IKnowThat.com. A Google search will turn up hundreds more, some better quality than others. By using communication software students can work together on a shared document by using any computer with Internet access. This promotes team work and collaboration. Online software includes Writeboard, Google Docs, and YourDraft. This can also be done using a wiki service such as Wikispaces.
With all these wonderful resources available, it is easy to see that behaviorism in the classroom can be a beneficial and positive thing.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When reinforcing student effort, behaviorist theory would have the student keep track of their achievement based on effort to see that when they put more effort in their achievement improves. Pitler et al, suggest making this easier by using spreadsheets and data collection tools such as online surveys using Survey Monkey. When students see that their increase in effort leads to higher achievement it helps reinforce the effort and becomes self-motivating.
Some skills lend themselves to needing more than just a memorizing of facts. These skills such as learning to do addition problems require repetitive practice for the student to become efficient. For years, teachers made dittos for students to get this drill and practice to ensure that students would be able to perform the skill proficiently. While this practice can be dull and non-motivating for most students, there are many technology options available that can make this practice more fun and exciting. Pitler et al, recommend the use of word processing applications, spreadsheets, multimedia resources, Web resources, and communication software to help increase the student motivation to practice and do homework, thereby increasing their efficiency at completing the task. Word processers can help students analyze their writing and offer suggestions at making it more sophisticated. Spreadsheets allow students to manipulate and graph data in different ways leading to a better understanding of the concepts they are learning. The use of software that allows students to make multimedia projects can be highly motivating and rewarding for students while also giving them the opportunity to become proficient with tools they may need in the workforce. Web resources can help replace drill and practice dittos with online educational games and can be done from both school and home. Some of their examples include BrainPop, BBC Skillswise, and IKnowThat.com. A Google search will turn up hundreds more, some better quality than others. By using communication software students can work together on a shared document by using any computer with Internet access. This promotes team work and collaboration. Online software includes Writeboard, Google Docs, and YourDraft. This can also be done using a wiki service such as Wikispaces.
With all these wonderful resources available, it is easy to see that behaviorism in the classroom can be a beneficial and positive thing.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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