Behaviourism and Technology
Pitler, et al describe two ways in which educators can incorporate technology in the classroom to improve work ethic as well as homework completion. The authors describe how various technologies, such as spreadsheets, word processing software, and interactive web-based practice programs can be used to promote more desirable academic behaviours from students.
"The authors describe many scenarios where student assessment data, as well as data logging how often the student performs tasks in and out of class (taking notes, reading, reviewing, etc) is gathered, correlated, and displayed in various different graphical mediums to illustrate, to the student, a correlation between diligent work study habits and desirable achievement on assignments."
(Green, D. 2009)
This sharing of data with students can cause behavioural changes, especially regarding behaviour during class times as well as work and study habits.
The use of technology, such as spreadsheets, graphs, and correlation of data for classes allows students to quickly and easily understand the data being presented and affects behavioural changes much more quickly than if the student did not have the data presented in different media.
Using technology to give students individualized and group data about their performance is an example of a stimulus (as described by B.F Skinner) that can provide the desired response of student who is more dedicated during class and more willing to study.
(Green, D. 2009)
Technology and Homework
Technological advancements in the classroom can be used to promote more cohesive homework assignments that allow students to practice, “…specific skills of a complex process” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Electronic drill and practice resources are positive additions to a student’s nightly homework routine as they can practice skills and techniques necessary to achieve class learning outcomes.
Many of these electronic resources are constructed on a foundation of behaviorism as the students are challenged to complete a problem and if they do not respond correctly they receive a feedback and are given the opportunity to attempt the problem once again.
Many educational websites go further and give students the opportunity to review, practice and then apply a skill in a dynamic, interesting setting that promotes student engagement. Websites such as these rely upon behaviorist philosophy as they design appropriate feedback to allow the student to better comprehend any misunderstanding of the information and encourage students to continue working at the problem until a solution is reached.
(Green, D. 2009)