Adapting the Direct Learning Theory While Embracing Technology within the Classroom
Constructivism and direct learning are two primary pedagogical theories used in the classroom today. Though both generally consist of means to iterate and bestow knowledge, their principles are vastly skewed from one another. This difference can be identified through many aspects within the bounds of pedagogy. Technology, in particular, is a key characteristic in which both constructivism and direct learning maintain differing interests upon.
These learning theories obviously skew quite a bit from one another. Constructivism is loosely identified as the “idea that learners construct knowledge for themselves” (Hein, 1991). This theory suggests that those who learn simply build their knowledge-base via a somewhat individualistic approach. The concept of education is by no means an independent acquisition. It requires a relationship between educator and student to result in success. If spoken in regard to technology, constructivism would be suggesting that an individual should use his or her own knowledge to use technology effectively. However, without any pre-requisites to learn how to properly use said technology, how is success possible?
The direct learning theory is “characterized by the teacher in the role of expert and authority figure, transmitted knowledge and passive learning, standardized curriculum, and mastery of content” (Herrod, 2002). Basically, this ideal upholds the mindset that educators are trained in their given field, and thus should be regarded as the primary source of information. This obviously varies extensively from constructivism, particularly regarding who should be in charge of educating; the teacher, or the student. As a future educator, I believe in the traditional mindset that students should gain knowledge from the teacher, rather than just assuming knowledge on their own. The direct learning theory is an obviously more appealing approach.
B.F Skinner, a proud advocate of the direct learning theory, developed the concept of Radical Behaviorism. This concept focused greatly on the ideal of conditioning and is further separated into classical and operant conditioning. Classical conditioning is the association of particular responses with certain stimuli that are not naturally occurring. This basically means to train an individual how to respond to particular instances, which wouldn’t be understood otherwise. For example, if a student receives an ‘F’ on a paper and has never been informed that an ‘F’ is a bad grade to achieve, he or she cannot understand that improvement is needed and thus does not alter his or her academic behavior. However, if classical conditioning is employed, the student can recognize that an ‘F’ is bad and hopefully alter his or her academic behavior.
Skinner’s concept of classical conditioning has further implications within the classroom as well, an instance of which affects the room’s overall look and design. Students can be conditioned to do well on presentations and projects if the classroom is decorated with such. By using completed posters and artwork to cover the blank walls of the room, students will be conditioned to work hard on the visual aspects of their projects. Whether they want to flaunt their abilities, bask in a successful mark or not be embarrassed by being perceived as a lazy student, classical conditioning can be used effectively while coupled with a classroom’s overall look and design. Additionally, a classroom’s curriculum can be influenced via classical conditioning as well. An educator can be conditioned via his/her students’ enjoyment of the lesson plan. If the students complain or do not find a particular activity very educational, then a good educator should realize the negative response and thusly alter the curriculum. On the other hand, if the students enjoy and are happy with the lesson plan, an educator should not feel compelled to alter said lesson plan.
Skinner’s concept of operant conditioning can also be used within an educational environment. According to Skinner, operant conditioning is how an individual reacts naturally via knowledge gained through consequence. Basically, this concept follows the, “you live, you learn,” adage. In a classroom setting, if a student is given a detention for using inappropriate language, and indeed does not wish to have detention, he or she is conditioned to not use inappropriate language in the classroom.
Specifically, operant conditioning directly affects the role of the learner, as well as the role of the educator. According to the Premack Principle, “if high probability behaviors (more desirable behaviors) are made contingent upon lower probability behaviors (less desirable behaviors), then the lower probability behaviors are more likely to occur” (Letendre, 2008). When applied to a classroom environment, the Premack Principle suggests that a student will essentially perform a less desirable activity to get at a more desirable activity. As educators, it’s important to recognize and embrace this concept as a means of increasing productivity within the classroom. For instance, a teacher could challenge his/her students to a book-reading competition. If each student reads 3 books by the end of the six weeks, they will be given a pizza party. The students are conditioned that if they read 3 books, they will receive free pizza.
The concept of the direct learning theory has proven to be an effective teaching tool thus far, as iterated by B.F Skinner. Through the concept of Radical Behaviorism, with emphasis on both Classical and Operant conditioning, Skinner helped establish the legitimacy of the direct learning theory. While embracing a direct learning approach in my own personal classroom, I intend to use many instances of technology as well.
My goal as a future educator is for each of my students to grasp their full potential regarding the available technology. Society is beginning to rely more and more on aspects of technology, leading me to believe that our future society will be almost entirely technological reliant. That being said, I feel that it’s important for my students to gain the technological ability in the classroom while preparing for the real world, rather than not being prepared at all.
Many instances of technology are becoming readily available for use in education; a few of which have been mentioned in class. For example, the Flexcam has proven to be a vital resource due to its versatility and ease of use. Basically, this innovation is a modern day projector, but instead of using traditional lights and mirrors to display an image, a computer is used instead. Ken-a-vision, the company that developed the Flexcam, states that as an educator you can “connect your computer to a projector and even the students in the back row are able to see what you are teaching” by using the Flexcam. (Ken-a-vision, 2005)
There are plenty of practical uses for the Flexcam as well. A social studies teacher, for example, could require the students to use the Flexcam to locate specific areas on a map that are generally hard to see with the human eye, such as provinces and city names. A science teacher could use the Flexcam to display the movements and general structure of microscopic organisms. Finally, a Language Arts teacher could use the Flexcam to potentially capture images during a section on adjectives. A potential lesson plan may be to use the game Pictionary to boost knowledge of sentence structure with emphasis on verbs, adjectives and nouns. The Flexcam might be used to display the students drawing on a larger surface. As an educator, I will be able to distinguish whether or not students are succeeding with the Flexcam, based on their overall use of the device.
Another aspect of technology that can be successfully used in the classroom as displayed by Educational Media is the scanner. “A scanner allows you to capture documents that are printed on paper and turn them into digital or online format to be viewed on a computer. Then, they may be edited using applicable software and/or added to existing digital documents, for both online and print publishing” (LOT, 2000). Additionally, “research on how people retain information has shown that almost 87% retain information visually” (LOT, 2000), so by increasing the use of visual display by use of the scanner, majority of students will retain information better.
The scanner can also be used successfully within the bounds of the classroom. For example, a social studies teacher could require use of the scanner if students were to give presentations on a specific state. They could thusly use the scanner to capture images representing said state, such as a scanned image of a cardinal as the state bird of Ohio. Additionally, a Language Arts teacher could require the use of a scanner in a section distinguishing between biographies and autobiographies.Students could use the scanner to identify aspects of themselves and their lives (autobiographies), and aspects of someone else’s (biographies). Finally, either a Social Studies or Language Arts teacher could use the scanner during a section on hieroglyphics.Students could draw, scan and present drawings and have the class attempt to guess what is being depicted. As an educator I will be able to evaluate the students’ progress using the scanner, based on their overall creative use and enthusiasm regarding it.
Lastly, the SMART board has proven to be a key resource to use within the classroom. The SMART Board is an interactive, electronic whiteboard that can be used to enhance instruction, while increasing overall learning potential. It has proven to be a very respectable choice of technology integration within the classroom by improving participation and technical knowledge within the classroom. A social studies teacher could use the SMART board by requiring students to label places on a map, including countries, capitals and bodies of water. While a language arts teacher might require students to correctly word a sentence, by placing aspects such as adjectives and nouns in the correct place. As a future educator, I would determine whether or not the SMART board could be used in my classroom by noting the students overall enthusiasm and willingness to participate while it was in use.
The integration of technology is an important aspect of education for future professionals to recognize. Maintaining means of visual display is important to students because of the vast number of individuals who are primarily visual-learners. Thus, visuals as provided via technology are further enticing for use within the classroom. By embracing the Direct Learning Theory as emphasized by B.F Skinner’s ideal of conditioning, I intend to thoroughly incorporate technology into my classroom, while maintaining the position as primary source of information for my students. I will evaluate students’ usage of the technology based on their displayed enthusiasm and willingness to participate. As future educators, it is our duty to embrace increasingly more evident aspects of society, such as technology, within our classrooms to better prepare our students for the outside world.
Works Cited
Herrod, L (2002). Glossary of Terms. Retrieved July 24, 2008, from Adult Learning From Theory to Practice Web site: http://www.nald.ca/adultlearningcourse/glossary.htm#d
Hein, George (1991, October 15-22). Constructivist Learning Theory. Retrieved July 24, 2008, from Institute for Inquim Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
Letendre, Eric (2008, March 4th). The Power of The Premack Principle, How to Use Grandmas Law to Boost Your Dog Training Efforts. Amazines, Retrieved July 24, 2008, from http://www.amazines.com/article_detail.cfm/431870?articleid=431870
LOT, (2000). scanning_in_onlinecourses.pdf. Retrieved July 24, 2008, from What is a Scanner? Web site: http://itsinfo.tamu.edu/workshops/handouts/pdf_handouts/scanning_in_onlinecourses.pdf
Ken-a-vision, (2008). FLY-7600.pdf. Retrieved July 24, 2008, from Ken-a-vision Web site: http://www.flexcam.com/pdf/FLY-7600.pdf
Lee Summit, (2008). SMART Board. Retrieved July 24, 2008, from Lee Summit Web site: http://its.leesummit.k12.mo.us/smartboard.htm
These learning theories obviously skew quite a bit from one another. Constructivism is loosely identified as the “idea that learners construct knowledge for themselves” (Hein, 1991). This theory suggests that those who learn simply build their knowledge-base via a somewhat individualistic approach. The concept of education is by no means an independent acquisition. It requires a relationship between educator and student to result in success. If spoken in regard to technology, constructivism would be suggesting that an individual should use his or her own knowledge to use technology effectively. However, without any pre-requisites to learn how to properly use said technology, how is success possible?
The direct learning theory is “characterized by the teacher in the role of expert and authority figure, transmitted knowledge and passive learning, standardized curriculum, and mastery of content” (Herrod, 2002). Basically, this ideal upholds the mindset that educators are trained in their given field, and thus should be regarded as the primary source of information. This obviously varies extensively from constructivism, particularly regarding who should be in charge of educating; the teacher, or the student. As a future educator, I believe in the traditional mindset that students should gain knowledge from the teacher, rather than just assuming knowledge on their own. The direct learning theory is an obviously more appealing approach.
B.F Skinner, a proud advocate of the direct learning theory, developed the concept of Radical Behaviorism. This concept focused greatly on the ideal of conditioning and is further separated into classical and operant conditioning. Classical conditioning is the association of particular responses with certain stimuli that are not naturally occurring. This basically means to train an individual how to respond to particular instances, which wouldn’t be understood otherwise. For example, if a student receives an ‘F’ on a paper and has never been informed that an ‘F’ is a bad grade to achieve, he or she cannot understand that improvement is needed and thus does not alter his or her academic behavior. However, if classical conditioning is employed, the student can recognize that an ‘F’ is bad and hopefully alter his or her academic behavior.
Skinner’s concept of classical conditioning has further implications within the classroom as well, an instance of which affects the room’s overall look and design. Students can be conditioned to do well on presentations and projects if the classroom is decorated with such. By using completed posters and artwork to cover the blank walls of the room, students will be conditioned to work hard on the visual aspects of their projects. Whether they want to flaunt their abilities, bask in a successful mark or not be embarrassed by being perceived as a lazy student, classical conditioning can be used effectively while coupled with a classroom’s overall look and design. Additionally, a classroom’s curriculum can be influenced via classical conditioning as well. An educator can be conditioned via his/her students’ enjoyment of the lesson plan. If the students complain or do not find a particular activity very educational, then a good educator should realize the negative response and thusly alter the curriculum. On the other hand, if the students enjoy and are happy with the lesson plan, an educator should not feel compelled to alter said lesson plan.
Skinner’s concept of operant conditioning can also be used within an educational environment. According to Skinner, operant conditioning is how an individual reacts naturally via knowledge gained through consequence. Basically, this concept follows the, “you live, you learn,” adage. In a classroom setting, if a student is given a detention for using inappropriate language, and indeed does not wish to have detention, he or she is conditioned to not use inappropriate language in the classroom.
Specifically, operant conditioning directly affects the role of the learner, as well as the role of the educator. According to the Premack Principle, “if high probability behaviors (more desirable behaviors) are made contingent upon lower probability behaviors (less desirable behaviors), then the lower probability behaviors are more likely to occur” (Letendre, 2008). When applied to a classroom environment, the Premack Principle suggests that a student will essentially perform a less desirable activity to get at a more desirable activity. As educators, it’s important to recognize and embrace this concept as a means of increasing productivity within the classroom. For instance, a teacher could challenge his/her students to a book-reading competition. If each student reads 3 books by the end of the six weeks, they will be given a pizza party. The students are conditioned that if they read 3 books, they will receive free pizza.
The concept of the direct learning theory has proven to be an effective teaching tool thus far, as iterated by B.F Skinner. Through the concept of Radical Behaviorism, with emphasis on both Classical and Operant conditioning, Skinner helped establish the legitimacy of the direct learning theory. While embracing a direct learning approach in my own personal classroom, I intend to use many instances of technology as well.
My goal as a future educator is for each of my students to grasp their full potential regarding the available technology. Society is beginning to rely more and more on aspects of technology, leading me to believe that our future society will be almost entirely technological reliant. That being said, I feel that it’s important for my students to gain the technological ability in the classroom while preparing for the real world, rather than not being prepared at all.
Many instances of technology are becoming readily available for use in education; a few of which have been mentioned in class. For example, the Flexcam has proven to be a vital resource due to its versatility and ease of use. Basically, this innovation is a modern day projector, but instead of using traditional lights and mirrors to display an image, a computer is used instead. Ken-a-vision, the company that developed the Flexcam, states that as an educator you can “connect your computer to a projector and even the students in the back row are able to see what you are teaching” by using the Flexcam. (Ken-a-vision, 2005)
There are plenty of practical uses for the Flexcam as well. A social studies teacher, for example, could require the students to use the Flexcam to locate specific areas on a map that are generally hard to see with the human eye, such as provinces and city names. A science teacher could use the Flexcam to display the movements and general structure of microscopic organisms. Finally, a Language Arts teacher could use the Flexcam to potentially capture images during a section on adjectives. A potential lesson plan may be to use the game Pictionary to boost knowledge of sentence structure with emphasis on verbs, adjectives and nouns. The Flexcam might be used to display the students drawing on a larger surface. As an educator, I will be able to distinguish whether or not students are succeeding with the Flexcam, based on their overall use of the device.
Another aspect of technology that can be successfully used in the classroom as displayed by Educational Media is the scanner. “A scanner allows you to capture documents that are printed on paper and turn them into digital or online format to be viewed on a computer. Then, they may be edited using applicable software and/or added to existing digital documents, for both online and print publishing” (LOT, 2000). Additionally, “research on how people retain information has shown that almost 87% retain information visually” (LOT, 2000), so by increasing the use of visual display by use of the scanner, majority of students will retain information better.
The scanner can also be used successfully within the bounds of the classroom. For example, a social studies teacher could require use of the scanner if students were to give presentations on a specific state. They could thusly use the scanner to capture images representing said state, such as a scanned image of a cardinal as the state bird of Ohio. Additionally, a Language Arts teacher could require the use of a scanner in a section distinguishing between biographies and autobiographies.Students could use the scanner to identify aspects of themselves and their lives (autobiographies), and aspects of someone else’s (biographies). Finally, either a Social Studies or Language Arts teacher could use the scanner during a section on hieroglyphics.Students could draw, scan and present drawings and have the class attempt to guess what is being depicted. As an educator I will be able to evaluate the students’ progress using the scanner, based on their overall creative use and enthusiasm regarding it.
Lastly, the SMART board has proven to be a key resource to use within the classroom. The SMART Board is an interactive, electronic whiteboard that can be used to enhance instruction, while increasing overall learning potential. It has proven to be a very respectable choice of technology integration within the classroom by improving participation and technical knowledge within the classroom. A social studies teacher could use the SMART board by requiring students to label places on a map, including countries, capitals and bodies of water. While a language arts teacher might require students to correctly word a sentence, by placing aspects such as adjectives and nouns in the correct place. As a future educator, I would determine whether or not the SMART board could be used in my classroom by noting the students overall enthusiasm and willingness to participate while it was in use.
The integration of technology is an important aspect of education for future professionals to recognize. Maintaining means of visual display is important to students because of the vast number of individuals who are primarily visual-learners. Thus, visuals as provided via technology are further enticing for use within the classroom. By embracing the Direct Learning Theory as emphasized by B.F Skinner’s ideal of conditioning, I intend to thoroughly incorporate technology into my classroom, while maintaining the position as primary source of information for my students. I will evaluate students’ usage of the technology based on their displayed enthusiasm and willingness to participate. As future educators, it is our duty to embrace increasingly more evident aspects of society, such as technology, within our classrooms to better prepare our students for the outside world.
Works Cited
Herrod, L (2002). Glossary of Terms. Retrieved July 24, 2008, from Adult Learning From Theory to Practice Web site: http://www.nald.ca/adultlearningcourse/glossary.htm#d
Hein, George (1991, October 15-22). Constructivist Learning Theory. Retrieved July 24, 2008, from Institute for Inquim Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
Letendre, Eric (2008, March 4th). The Power of The Premack Principle, How to Use Grandmas Law to Boost Your Dog Training Efforts. Amazines, Retrieved July 24, 2008, from http://www.amazines.com/article_detail.cfm/431870?articleid=431870
LOT, (2000). scanning_in_onlinecourses.pdf. Retrieved July 24, 2008, from What is a Scanner? Web site: http://itsinfo.tamu.edu/workshops/handouts/pdf_handouts/scanning_in_onlinecourses.pdf
Ken-a-vision, (2008). FLY-7600.pdf. Retrieved July 24, 2008, from Ken-a-vision Web site: http://www.flexcam.com/pdf/FLY-7600.pdf
Lee Summit, (2008). SMART Board. Retrieved July 24, 2008, from Lee Summit Web site: http://its.leesummit.k12.mo.us/smartboard.htm