Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

Behaviorism, instructional strategies and technology are interconnected with one another while fostering effective learning environments. In this discussion, I will attempt to discuss the relationship between all three, how they work together and equally important, why they work together. I will also explain how I use behavior-based instructional strategies and educational technology tools in my classroom. Additionally, what are the ISTE standards for both educators and students addressed by the educational technology tools currently used in my classroom? Finally, I wanted to discuss my intended use of Genius Hour (GH) and how I can apply the sources I researched to enhance the GH approach by integrating behaviorist learning principles effectively.

The behaviorist learning theory believes that behavior can be conditioned through either positive or negative reinforcement and punishment. The theory focuses on measurable changes in behaviour and disregards internal cognitive processes. Instructional strategies based on behaviorism include direct instruction, repetition activities including drills and practice through positive reinforcement (Orey, 2010). Teachers use these forms of instructional strategies to reinforce desirable behaviors and discourage undesired ones. Educational technologies such as gamified learning platforms, behavior management apps and adaptive learning technologies incorporate behaviorist principles by providing instantaneous feedback, a system of rewards and customized practice per student. Educational platforms such as ClassDojo and educational apps such as Kahoot! provide a system of immediate feedback and rewards such as points, badges, praise and recognition for correct answers and positive behaviors. This system of rewarding intended behavior or effort encourages students to stay engaged, and motivated and reinforces that intended behavior using positive reinforcement (Pitler et al., 2012). Educational tools such as Quizlet and DreamBox offer instant feedback on quizzes and learning exercises. This helps students correct mistakes in those drill like practice activities and reinforces learning in real time. Adaptive learning systems such as the Khan Academy’s artificial intelligence tool, Khanmigo, adjust the difficulty levels of activities based on student performance. It learns to predict what skill level a student is at based on past performance and thereby, creates a customized support system that reinforces student progress with immediate feedback and a customized learning system. Gamified language learning systems such as Duolingo use gaming style format to make learning fun and interactive such as a gaming app. This increases student engagement through the use of behaviorist principles such as repetition and positive reinforcement.  These strategies and educational tools work together because they successfully align with behaviorist principles that emphasize the importance of reinforcement and immediate feedback in shaping behaviors and promoting desired learning (Orey, 2010). By using educational technology to provide a system of instant rewards and feedback, students become more likely to remain engaged, motivated and on task during an activity (Pitler et al., 2012). Furthermore, customized learning platforms ensure that each student receives the appropriate level of challenge and support in their learning activities. Hence, the combination of behaviorist instructional strategies and educational technologies creates a structured, engaging and supportive learning environment that promotes positive student behavior and student learning.

In my junior high school classroom, I currently use Kahoot! As part of my formative assessment activities to ensure learning is engaging, challenging and fun for students. Kahoot! allows me to create quizzes and games that provide immediate feedback to students and reinforces correct answers while encouraging student engagement through a gamified format. This parallels behaviorist principles of positive reinforcement with immediate feedback. I plan to incorporate ClassDojo into my classroom management. ClassDojo can help me track and reward student behaviors in real time, and provide positive reinforcement for student actions such as class participation, teamwork and effort. This can help create a structured and positively reinforced learning environment where students are motivated to stay on task, participate and demonstrate desired classroom behaviors.

There are three ISTE main standards for educators that I feel align well with my current and planned tools. Based on the ISTE standard, “2.2.b Advocate for Equitable Access”, I advocate for equitable access to digital resources by adopting these educational technologies in the classroom, ensuring that all of my students benefit from engaging and effective strategies (ISTE, n.d.). Based on the ISTE standard, “2.5.b Design Authentic Learning Activities”, these educational tools allow me to design authentic, learner-driven activities incorporating technology to maximize active learning (ISTE, n.d.). Based on the ISTE standard, “2.6 Facilitator”, using educational tools such as Kahoot! and ClassDojo with behaviorist strategies means that I am helping to facilitate learning with educational technology to support student achievement (ISTE, n.d.). There are three ISTE main standards for students that I feel align well with my current and planned tools. Based on the ISTE standard, ”Standard 1.1 Empowered Learner”, students take an active role in their learning using technology to achieve their goals and receive immediate feedback (ISTE, n.d.). Based on the ISTE standard, “1.2.b Online Interactions”, classroom management systems such as ClassDojo help students understand their behavior in an online environment and encourage responsible use of technology in the class (ISTE, n.d.). Based on the ISTE standard, “1.6.c Communicate Complex Ideas”, educational tools such as Kahoot! and ClassDojo allow students to engage with digital tools to demonstrate their learning and communicate their understanding of complex ideas (ISTE, n.d.). Consequently, my current and planned use of these educational tools are aligned with behaviorist instructional strategies and link well with the ISTE standards for educators and students. 

How can I apply the sources I researched to enhance the Genius Hour (GH) approach by integrating behaviorist learning principles effectively? I intend to use GH to have students examine interests above what I have set in the course and to allow them to use their common interests to form a Project Based Learning activity (PBL) as their final project. I would use Kahoot! to reinforce key GH framework concepts and reinforce expected learning through the repetition and reward system. I would also leverage the quiz app after students present their projects to help consolidate their learning through the interactive nature of the tool. I would use ClassDojo to track and reward students' ongoing progress during GH. Students could earn points for milestones such as completing research, collaborating with other students and presenting their findings. The system could regularly update students on points earned and offer rewards and privileges for reaching point levels. This would reinforce positive expected behaviors for GH and promote active engagement in the GH process. I would use scholarly insights into behaviorist theories for 21st-century classrooms in my planning phase of the GH implementation. I would review strategies or techniques discussed in the scholarly article to help create the framework for guidelines for the use of GH projects in my classroom. This would include establishing clear, measurable objectives and what reinforcement techniques would be applied. I would also use the behaviorist principles to help develop a rubric for expected behaviors and outcomes students should aim for during the GH implementation. This would allow them to have an understanding of the criteria for success and have access to timely feedback. By applying these sources, I can create a GH approach that is student-cenetred and grounded in behaviorist strategies. This will help to create a structured and supportive learning environment where students are motivated, engaged and successful in their learning through the GH process.

References

International Society for Technology in Education (ISTE). (n.d.). ISTE Standards: For Educators. [Multimedia]. https://iste.org/standards/educators

International Society for Technology in Education (ISTE). (n.d.). ISTE Standards: For Students. [Multimedia]. https://iste.org/standards/students

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology (pp. 35-287). The Global Text Project. https://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.). ASCD.