The strategy of reinforcing data using spreadsheets (Pitler, Hubbell, Kuhn & Malenoski, 2007) demonstrates several characteristics of Skinner’s (1954) programmed instruction with particular reference to computer-assisted instruction. The learning is presented in a linear fashion, the students are involved in active responding, new knowledge is built on prior understanding (in this case being able to understand the words in the rubric for example), there is immediate feedback and individualized outcomes (Laureate Education Inc., 2008, p.175). It also conforms to the components of mastery learning because it uses small units of content such as learning how to read a rubric, selecting appropriate score, inputting score into the spreadsheet, selecting a new workbook page which shows the graph, understanding how the graph demonstrates the correlation of effort and test scores. There is a logical, linear sequence to the learning and the students must understand the previous requirement before they are able to complete the next task. There are concrete, observable outcomes of this mastery. For example, if a student enters a score of 52 when the highest possible score is 4, they have clearly not achieved mastery of the previous skill. (Laureate Education Inc., 2008, p.177).
Thus, reinforcing effort through spreadsheet software requires the students to input data which then offers correlation information between the degree of effort as compared to the resulting test scores. The purpose of this technique is to encourage students to visualize the potential of test score improvement as a result of increased effort. Since the students are able to see the correlation between behavior (effort) and result (test score), the students is encouraged to apply this positive behavior onto future assignments. In this sense the behaviorist pattern of stimulus-response-reinforcement is clearly defined.
If we consider the four key principles of Behaviorism attributed to James Hartley (1998) by Smith, K. (1999) we can begin to analyze how the strategies of Homework and Practice relate.
1. The students are involved in the drills and practice of the skills. This is evident in the example of Coach Turnage and Mrs. Baker’s use of spreadsheets on pages 190-191 of Using Technology with Classroom Instruction that works (Pitler. H, Hubbell. E.R, Kuhn. M and Malenoski. K, 2007.)
2. The learning is repeated in a variety of situations and by different means. Where homework is concerned, the learning may have begun in the classroom and the homework task is similar to, but not necessarily identical, to the way in which it was delivered previously.
3. To be effective, homework and drill practice should be responded to as quickly as possible. Modern technology is a great source of immediate feedback for the students. For example the use of flash, interactive mathematical games can give students immediate feedback at home.
4. Mastery of learning is demonstrated in the example of how to use word-processing tools. Each step is clear, concise and builds on previous learning. In Emma’s search for the meaning of the term persecution, she builds on her understanding through the use of different reference tools.
References:
Hartley, J. (1998). Learning and Studying. A research perspective. London: Routledge.
Laureate Education, Inc. (2008). Learning Theories and Instruction. Boston: Pearson
Pitler. H., Hubbell. E., Kuhn. M., and Malenoski. K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Posts
