Skinner+21

Operant Conditioning and Technology

While Skinner's work dates back to the 1950s, he saw the possibilities that technology created for his theory of operant conditioning. “Skinner criticized conventional instruction as being dominated by aversion stimulation and as lacking a planned program of serial reinforcement” (Saettler, 71). He believed that “a learner is usually trying to escape or keep away from something; there is an excessive time lapse between behavior and reinforcement; or desirable behavior may not be reinforced at all.” (Saettler, 71). Skinner thought that a test at the end of each week is too far removed from the instruction and that the student would not associate his or her behavior with the reinforcement. Instead, he believed that "reinforcement should immediately follow the behavior" (Saettler, 71).

Skinner thought that “a teacher is not an effective reinforcing mechanism” and that “mechanical and electrical devices must be used for efficient control of learning" (Saettler, 71). He advocated for splitting learning up into smaller steps and reinforcing learning at each stage. ﻿ ﻿Today's application ﻿ ﻿In the 1950s, Skinner promoted the use of "teaching machines." Today we refer to this technology as the computer, and it can achieve many of the things Skinner was talking about. ﻿ ﻿Computers can allow us to give constant reinforcement of concepts, testing students and giving feedback immediately after learning. Technology can do what teachers cannot. Technology can give feedback to every student immediately and will always be correct.

Despite this, the teacher is still an important part of today's classroom. The teacher instructs the students, introducing the concepts and serves to reinforce concepts throughout class and through tests and examinations. However, computers allow an instant feedback that can be incorporated into each class.

This type of reinforcement could be incorporated at any grade level where the students are able to use a computer to take a short test.

Example:

Imagine students in a 3rd grade classroom where the students are learning about the use of prefixes and suffixes. At the end of an hour long class, the students go to their computers and take a quick test on what they just learned. The test provides instant feedback, either positive or negative. It tells the student that the way he or she was performing in class was either good or bad. This instant reinforcement is better than waiting a week or longer to find out that the student is lost. The student knows immediately that he or she needs to seek help or change their behavior to do better.

This example can be carried out even farther using operant conditioning. For instance, students scoring below a certain level could be held back during recess. Students doing well could receive a "no homework" pass. In either case, the student's behavior directly correlates to an instant reward or punishment and so the student learns how he or she should act.

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