Behaviorist Learning Theories and Instructional Strategies Involving Technology

I think that the behaviorist theory has a powerful and meaningful place in the classroom if used for enrichment. There is a place for using technology for remediation but according to Michael Orey, technology used only for remediation is a “rudimentary” approach (Laureate Education, 2011).
The behaviorist theory involves four basic concepts including the importance of activity, repetition, reinforcement, and clarity of objectives (Smith, 1999). Technology can help educators incorporate all of these concepts. For example, teachers can use online tutorials to get the students out of their seat and interacting with the content, or use products such as E-Clicker to have reinforce basic content.
Some examples of technology which correlate with the the behaviorists theory a are use of teaching and learning aids such as flashcardexchange.com, which enables students to practice vocabulary in a repetitious way to help them remember it (Pitler, H., Hubbell, E. R., & Kuhn, M., 2012). Another example of technology that uses repetition to reinforce is an application called Rocket Math. I use this in my classroom. The students are able to practice their basic facts and are given additional practice for facts they miss the most. In addition to these suggested in the 2nd addition of Using Technology with Classroom Instruction That Works, there are other teaching and learning aids such as Speed Games, which is similar to Rocket Math. Also, Lexia Learning is a great software program which diagnoses a students area of weakness in phonics and gives them more practice in that area before getting an award. 
Overall, these learning aids correlate with the behaviorist learning theory in the way they are repetitious and then give an award for desirable behavior. Additionally, technology can help engage students in inferential thinking through use of communication and collaboration software. This is an example of reinforcement, a huge part of the behaviorist theory, in which I am increasing the likelihood that students will think about their learning and how it impacts others. According to Pitler, Hubbell, and Kuhn, the constant feedback capabilities of tools such as blogs, wikis, e-mail, videoconferencing, and social networks make them powerful learning tools (Pitler, H., Hubbell, E. R., & Kuhn, M., 2012). 
  

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). 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

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1