The first strategy discussed this week was “Reinforcing Effort.” This strategy correlates with the behaviorist theory because students exhibit operant conditioning. The research indicates, however, that students can change their beliefs and make a connection between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). That is a prime example of operant conditioning because the satisfying responses are conditioned.
This strategy uses technology to help students keep track of their effort along with academic achievement. When a student is receiving praise for increased effort/achievement, they are more likely to make an effort and do well in class because of the intrinsic or extrinsic rewards they may receive. By allowing students to be responsible for efforts through spreadsheets, they are held accountable for what they are doing and can easily visualize the improvements they are making. Using a rubric when creating spreadsheets also provides students with clear expectations of how to meet the set goals.
Another strategy discussed was “Homework and Practice.” This strategy aligns with the behaviorist theory because it provides students with positive reinforcement. When students complete their homework, they are reviewing what they already know and refining their skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher is also able to model appropriate procedures on how to complete homework to ensure understanding.
This strategy uses technology by modifying the homework or practice work to best meet the needs of all students. All students can complete the same skill but at varying levels depending on the instructional level of that student. Technology also allows the teacher to quickly assess how a student is doing and modify that child’s work if necessary. Students can also use technology to create their own projects to show understanding of the material and present it to their classmates.
I believe that technology does correlate to the instructional strategies and behaviorism. We are focusing on desirable behaviors and reinforcing what is appropriate. Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, 2001). By using technology, we are able to reach all students, focus on their individual strengths, and build on what they already know. Our school uses various online programs that provide students with practice on skills they need to know.
I look forward to learning about more strategies and how technology can play a role in helping students become successful. I already use many of the strategies discussed in this week’s resources but have learned new ways to implement them in my classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
This strategy uses technology to help students keep track of their effort along with academic achievement. When a student is receiving praise for increased effort/achievement, they are more likely to make an effort and do well in class because of the intrinsic or extrinsic rewards they may receive. By allowing students to be responsible for efforts through spreadsheets, they are held accountable for what they are doing and can easily visualize the improvements they are making. Using a rubric when creating spreadsheets also provides students with clear expectations of how to meet the set goals.
Another strategy discussed was “Homework and Practice.” This strategy aligns with the behaviorist theory because it provides students with positive reinforcement. When students complete their homework, they are reviewing what they already know and refining their skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher is also able to model appropriate procedures on how to complete homework to ensure understanding.
This strategy uses technology by modifying the homework or practice work to best meet the needs of all students. All students can complete the same skill but at varying levels depending on the instructional level of that student. Technology also allows the teacher to quickly assess how a student is doing and modify that child’s work if necessary. Students can also use technology to create their own projects to show understanding of the material and present it to their classmates.
I believe that technology does correlate to the instructional strategies and behaviorism. We are focusing on desirable behaviors and reinforcing what is appropriate. Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, 2001). By using technology, we are able to reach all students, focus on their individual strengths, and build on what they already know. Our school uses various online programs that provide students with practice on skills they need to know.
I look forward to learning about more strategies and how technology can play a role in helping students become successful. I already use many of the strategies discussed in this week’s resources but have learned new ways to implement them in my classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I agree with your post; however, when it comes to using rubrics and having students keep track of their own progress I believe that it is important to be sure and teach the students how to use the rubric. Many of my middle school students do not know what a rubric is; let alone how to use a rubric. How do you teach your students about rubrics and when do you use them?
ReplyDeleteI believe that your alternative method of online tutorials and games is an excellent way to get immediate feedback to a student. Even though technology is becoming more common, there are still some families without a computer in the household. How do you assign homework and practice that involves the use of technology when some students do not have access?
I agree that it is important to teach students how to use a rubric and its importance. Otherwise, students are using a rubric but do not understand why they are using it. The meaningful information that can come from a rubric will be lost. I have not used very many rubrics since I teach second grade but we have used some for grading purposes. We discuss how a rubric lets them know what will be required and the work they have to do in order to achieve a certain score. This provides information to let them know why they got a certain score and the effort needed to get a good score.
ReplyDeleteI do not assign homework that uses technology for that reason, lack of technology, but I provide students with opportunities for practice in the classroom during reading groups as well as during math activities. I feel that it would be unfair to assign homework involving technology when not all students have access. Do you assign any homework and/or practice that involves technology? If so, I would love to hear how you integrate technology at home with your students.
I'm sure that teaching second grade is very different from middle school. As for homework and practice that requires technology, I do assign some, but not often. I usually assign blog posts every other month and sometimes have student's create powerpoint presentations for the class. If a student is required to use technology I make sure to have adequate time provided in class so that students without a computer are able to complete the assignment. It would be great if the district could provide more computers for the classrooms, but we are limited to the use of the computer lab in the library, which is often times difficult to schedule.
ReplyDeleteI love that technology allows us to differentiate with ease. So many programs contain a variety of levels, so each student can work at his/her zone of proximal development. Do you have any favorite web-sites or programs that you use on a regular basis? I have started using Spelling City this year. It provides immediate feedback as the students practice their spelling words. I also like that it has an auditory component so students can hear the word spoken and used in a sentence.
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