The behaviorist learning theory bases itself on the fact that students' behaviors are a "result from stimulus-response associations made by the learner" (Standridge, 2002). The immediacy of results from such "practice" technology like online or computerized math games give students that immediate response they desire. My issue with many of these "technological advances" is they tend to show only a desirable response or an undesirable response. If a student gets an undesirable response, rarely will the computer analyze what went wrong to correct the students misconception. To me, this eventually leads to basic wrote memorization of the process, and not an understanding of the components of the process. In this case, I feel that this technology is only effective to a certain extent.
One effective use of technology in a behaviorist light is the use of spreadsheets and graphs to monitor a student's "effort" to change undesirable to desireable behaviors. These graphic representations can really show a concrete increase or decrease in desirable or effective classroom behaviors and practices. This can then result in more effective "stimulus" that will really empower the student to exhibit the behaviors that are desired in the classroom.
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Mr. Daddario,
ReplyDeleteOur students are very responsive to the technology that gives them options for desirable outcomes and they do learn quickly how to get around the wrong answers without much thinking or problem solving. Do you use the charting with your class? With first grade I do chart their fluency, but have not gone to the levels that were explored in our resources. Have you charted Math or Spelling test scores?
I agree that we must be careful in the technology that we choose. As a math teacher, I have seen some software programs that will show the correct steps when a student makes a mistake. Then, it generates new equations and very rarely repeats the same one. With a program like this, it is difficult for students to memorize and regurgitate answers. But, it provides them with correct solutions where the student can take time to figure out the process.
ReplyDeleteThen again if we are practicing basic skills like addition and multiplication, memorizing the answers and repeating them would be a good thing.
Kristin,
ReplyDeleteI have not used the charting yet with my students, but I felt that the idea was brilliant when I read it in this week's readings. I have a couple students in mind at the current moment in which I would like to try this graphing activity with. It would go well with my CLS implementation as you saw last year. I'll let you know how it works out.
I like your idea about tracking the students' behaviors with spreadsheets. It is a great way to remember and see when and where the behaviors are happening. I used one to track a student's behavior every 5 minutes. It was crazy to have to track it that often while trying to teach kindergarteners, but I do think it was beneficial in the end. I knew the activity and time he was acting out and could take that proof to the intervention team so they could help suggest other ways of helping the child. Good luck!
ReplyDeleteCarman,
ReplyDeleteI really like the idea of using graphs to show a students success. In my school our classroom teachers to this in different areas of their teachings and the students keep binders of their results. I always liked the idea of using certain games to help with my students learning, but I never thought of it the way you explained it and I appreciate your perspective on it.