Author Unknown, Originally published on September 25, 2013
Originating with Skinner, Behaviourist theory proposes the analysis of observable and measureable behaviour (Standridge, 2002). If a stimulus is repeated often enough, Behaviourism argues that the subject can learn a corresponding response whenever the stimulus is experienced. As an example, think of the mobile phone. Jordan, et al. (2008) makes this analogy between mobile technology and behaviourism:
Whenever a mobile phone rings on any bus or train, people scramble to check whether it’s theirs. This is a clear example of a near-automatic response to a stimulus. It illustrates perfectly one of the fundamental laws underlying behaviourism – the crucial bond between stimulus and response. (p 21)
When considering the variety of tasks that students complete within a classroom setting, Hammond, et al. (2001) argues that Behaviourism struggles to explain the higher-level thinking processes that students engage in; processes that would involve students being required to state an opinion, use rationality, judgment, or evaluation.
Although Behaviourism may not be able to explain critical thinking skills, I would suggest it can adequately explain learning that involves rote memorization. Although educators typically encourage students to be critical participants in their learning, rote memorization continues to play a role within the classroom. Rote memorization can often be brought about by tasks involving drill and practice where students are exposed to a repeated stimulus (ie. 4 x 6) to learn a corresponding response (ie. 24). As we then consider the implementation of mobile devices within our classrooms, how might these devices assist with Behaviourist teaching practices?
Taylor and Sharples (2006) indicate that mobile devices can be particularly helpful with the behaviourist learning process. “The use of mobile devices to present teaching materials/content specific questions (stimulus), obtain responses from learners (response), and provide appropriate feedback (reinforcement)…fits within the behaviourist learning paradigm” (para. 5). Mobile devices offer a range of stimulus-response-reinforcement apps which can help students in learning everything from multiplication tables to spelling. There are also customizable apps, such as Poll Everywhere, which allow a mobile device to be used as an automated response device to a multiple choice or feedback question. While the functionality of technology within the mobile learning arena can extend far beyond it being used for basic drill-and-practice, the ability for mobile devices to reinforce stimulus-response-reinforcement knowledge is useful in many subject areas.
References
Hammond, L. D., Austin, K., Orcutt, S., & Rosso, J. (2001). How People Learn: Introduction to Learning Theories. Stanford University School of Education. Retrieved September 15, 2012 from http://www.stanford.edu/class/ed269/hplintrochapter.pdf
Jordan, A., Carlile, O. & Stack, A. (2008). Approaches to Learning. McGraw Hill New York, New York.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved September 9, 2012 from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Taylor, J., & M. Sharples. (2006). The Pedagogical Perspectives of Mobile Learning. Retrieved online September 23, 2013 from http://www2.le.ac.uk/uol/departments/beyond-distance-research-alliance/dissemination-activities/conferences/2006/OnlineEduca2006/uol-online-educa2006-podcasting-workshop
I think mobile technology is an excellent platform to implement any pedagogical reforms based on behaviourist theories of learning. Mobile phones, in particular are perfectly suited to modify human behaviour. They have lights, sounds, they react instantly to our input and they’re always on our person. In fact, perhaps they work too well, as evident by the recently emerging trend of increasing diagnosis in cases of mobile phone addiction. If we could perhaps use behaviourist learning theories to turn this into a force for good, I think it could open up a whole new world of learning possibilities.
Original comment by Kendra Grant, September 29, 2013
I find this a fascinating topic. I do think behaviourism could mesh with mobile learning in the areas of executive functions – helping people organize, get started, focus etc but I’ve argued the use of “drill and practice” apps including this response in “Leading and Learning” – I’m the no 🙂 http://www.iste.org/learn/publications/learning-leading/l-l-june-july-2013/point-counterpoint-are-drill-and-practice-apps-an-appropriate-use-of-educational-technology- In another post this week I quoted Marc Prensky’s article “Our Brain Extended”. To Marc, technology isn’t “…in addition to mental activity; technology is now part of mental activity.” He also argues that using new devices for old ways of teaching and learning is “trivial”. He suggests we stop teaching “just in case” and recognize that many of these functions and skills are now something that our technology can do and should do so we can get on to more important things. “As we educators embrace these new capacities, it’s important to understand that technology isn’t just a “new way to do old things,” which is mostly how we use it in schools today. That is, in fact, the most trivial use of technology. The only reason to use technology in that way is to make us more efficient and enable us to cut out something old to make room for new things we need. Anyone who maintains that we should continue to teach and use both the old ways and the new is suggesting that we maintain an expensive horse in the barn in case our car breaks down.” It’s a big leap. One side of me argues that students will lose important “foundational” skills like writing and reading. The other argues that each new technology requires us to change and adapt. We can’t keep holding on to skills that we no longer need.
Original comment by Bobbi K, October 3, 2013
This is a great article and very relevant to student behavior in the classroom regarding mobile. With behaviorism in mind, it is easy to see why some teachers disapprove of mobile technologies in the classroom because students are not learning early enough the value of moderation in a world of instancy. Arguably, students might learn a thing or two from the new emerging SOUL (slow online ubiquitous learning) counter culture as featured in ETEC 511. PS. When you see everyone touch their pockets at the same time on the bus (because one iPhone rang in a sea of many) we call this the “cellular Macarena.” 😉