Running Head: BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 1
Behaviorism and Educational Technology
Jenni A. Borg
Boise State University
Dr. Freed/EdTech 504
April 24, 2013
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 2
Abstract
This paper will focus on the learning theory of behaviorism and how it has merged with
educational technology. Behaviorism as an important theory in relation to educational
technology practices in the classroom setting. All basic functions of a child in a learning
environment stem from the theory of behaviorism. In order to understand the basics of learning
this paper will explore an overview of the learning theory and major contributors, and
synthesizes the application of behaviorism and its assistance to the digital age. This paper also
focuses on the major concepts of behaviorism and how they are applied within a classroom
setting and how aspects of behaviorism can also be applied with a focus on technology. In order
to bridge the gap between the learning theory and technology in the classroom, students and
teachers must also be explored and understood so that the learning theory can be applied
correctly and successfully.
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 3
Overview
“At the start of the new millennium, it is apparent that one question towers above all others in
life sciences: How does the set of processes we call mind emerge from the activity of the
organ we call brain” (Damasio, 2002, 4-9)? Damasio’s quote can be observed among the
numerous learning theories and theorists that have tried to answer this question. One of these
theories is the stimulus/response theory constructed under the behaviorist school of thought.
Behaviorism and the stimulus/response theory have a significant place in education, because
this school of thought and theory is the basis for which many educators and professionals base
their own personal teaching philosophy.
Brown (2001) expresses that there is “a current and next generation of students who… are
remarkably immersed in technology, far more so than we or other members of any older
generation can likely fathom” (p. 70). For this reason, educators that incorporate educational
technology into the classroom have an advantage when it comes to the behaviorist theory.
Educators know that students are coming into the classroom with a solid background and
working knowledge of technology. This working knowledge that students have can potentially
lead to the above-mentioned concept of stimulus and response in that, when students are able
to use something they enjoy, they may produce better results.
The major school of thought that the stimulus/response theory is founded upon is behaviorism.
The definition of behaviorism according to Merriam-Webster Dictionary is, “a school of
psychology that takes the objective evidence of behavior (as measured responses to stimuli) as
the only concern of its research and the only basis of its theory without reference to conscious
experience” (p. 1). Based on this definition the epistemological belief system can be seen as a
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 4
similar idea. The stimulus/response theory is based upon the knowledge that students/people
respond to a stimulus and correctly respond when given a reward, and that overall, any kind of
behavior will not happen unless there is some sort of stimulus prompting that behavior.
Learning
Before exploring the learning theory of behaviorism it’s essential to first explore what the
definitions, and/or ideas, of learning are. According to Siemens (2004), some significant trends
in learning include:

Informal learning is a significant aspect of our learning experience. Formal
education no longer comprises the majority of our learning.

Learning is a continual process, lasting for a lifetime. Learning and work related
activities are no longer separate. In many situations, they are the same.

Technology is altering (rewiring) our brains. The tools we use define and shape
our thinking.

Many of the processes previously handled by learning theories (especially in
cognitive information processing) can now be off-loaded to, or supported by,
technology.

Know-how and know-what is being supplemented with know-where (the
understanding of where to find knowledge needed) (p. 2).
As Siemen’s states, technology has a major impact on the overall learning of a student in the
classroom setting. Not only does Siemens reiterate that technology is changing the way students
learn, but he also states that where students find their information is changing. It’s important to
note that Siemens expresses that learners are learning from informal experiences more so than
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 5
formal. Understanding this will help teachers to apply the theory of behaviorism in their
classrooms. If students are prompted or stimulated by informal learning, they will respond
appropriately to this type of teaching in the classroom. Also significant, the outside or informal
sources discusses involve a lot of technology use and social media. Again, this ties behaviorism
and technology together in the learning environment.
Major Principles of Behaviorism
Principles within the school of thought of behaviorism include the following: students in a
learning environment react to stimuli, students in a learning environment will continue to
respond when prompted by these stimuli, and students in a learning environment will be
reinforced when their behavior is correct (Ertmer, 1993, 50-72). Behaviorists believe that the
best form of instruction comes from cues, practice, and reinforcement.
Burton, Moore, and Magliaro (1996), state, “according to behavioral theory, all animals—
including humans—obey universal laws of behavior (a.k.a., equipotentiality) (Davey, 1981).
In methodological behaviorism, all habits are formed from conditioned reflexes (Watson,
1924). In selectionist behaviorism, all learning is a result of the experienced consequences of
the organisms’ behavior (Skinner, 1971). While Skinner (1969) does acknowledge speciesspecific behavior (e.g., adaptive mechanisms, differences in sensory equipment, effector
systems, reactions to different reinforce(s)), he stands by the fact that the basic processes that
promote or inhibit learning are universal to all organisms.” This fascinating claim verifies that
students, humans, obey a universal law. The above theorists and their ideas flow well with
behaviorism in the classroom. As mentioned, students will also follow these laws of nature.
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 6
It’s impossible to argue with the laws of nature that all animals, including humans follow.
Behaviorism is the base for all other theories because it is fundamental to all human behavior.
Many people may think, however, that behaviorism does not serve a valuable function or part
in educational technology because most ideas about behaviorism involve a passive learner.
This is not true, though, according to Burton, Moore, and Magliaro (1996) who state:
One of the most misinterpreted and misrepresented assumptions of behavioral learning
theory concerns the role of the learner. Quite often, the learner is characterized as a
passive entity that merely reacts to environmental stimuli (cf., Anderson’s receptive–
accrual model, 1986). However, according to B. F. Skinner, knowledge is action
(Schnaitter, 1987). Skinner (1968) stated that a learner “does not passively absorb
knowledge from the world around him but must play an active role” (p. 5).
He goes on to explain how learners learn by doing, experiencing, and engaging in trial and
error. The theory of behaviorism involves an actively doing something and participating in the
learning process. It’s important to understand that behaviorist do not believe in a passive
learner. They believe in a learner who is engaged and actively participating in his/her
education and learning. Yet again, behaviorism is fundamental to learning in the classroom
and vital for educators to incorporate and understand this theory
Contributors
Some major contributors to the behaviorist theory according to Penn State University include:

Pavlov (1849-1936) - "Father of Classical Conditioning"- Pavlov conducted an
experiment where dogs were conditioned to salivate at the sound of a bell. His
experiment demonstrated that a reflex could be trained to respond to a new stimulus
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 7
through repeated pairings of the new stimulus with the stimulus that naturally caused
the reflex.

Skinner (1954) – “Self-instructing and self-testing.” Skinner concluded that responses
required overt behavior such as writing words and terms. Believed any response could
be enforced. By reinforcing successive approximations, behavior will change into
desired pattern.

Thorndike (1898) - Investigated instrumental conditioning by placing cats in 15
different "puzzle boxes." Formulated the "Law of Effect" that states if a response in the
presence of a stimulus is followed by a positive event, the association between the
stimulus and response will be strengthened, and if the response is followed by a
negative event, the association will be weakened.

Watson - Initiated the study of behavior as a form of psychology in the early 20th
century. Applied classical conditioning to emotional responses. Conducted "Baby
Albert” experiment where a child learned to fear a rat due to loud sound.
The above men have contributed to the behaviorism theory. Each conducted experiments to
validate the stimulus response theory integral to the behaviorist theory. Each aided in the
fundamental development of the applied principles that will be discussed below.
Educational Technology
Educational technology is ever evolving and changing to the time, student, teacher,
administrator, etc. So, in order to have a proper definition of educational technology it needs to
be flexible (flexible in its terms and flexible to change). Educational technology also covers such
a wide scope that it is difficult to incorporate every facet of the far reaching programs. A suitable
definition for educational technology can be seen in the following working definition:
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 8
Educational Technology is an enrichment process that meets the individual needs of learners
giving those learners the best possible opportunity to access education and progress. A short list
of educational technology practices in the classroom might include:

Computers

Internet

Class website

Online writing

WebQuests

Cell Phones

SmartBoard

Online Games

Educational software

Movies

TV shows or clips
There are many more examples of Educational Technology practices in the classroom. Each of
the above practices is used to supplement education and engage students in learning. Each is
used as a tool to provide the best learning environment for students in the current classroom
setting.
Application
Students
The model for the behaviorist stimulus/response theory in the classroom is direct instruction
with immediate feedback. According to B.F Skinner, education should focus on the
improvements of teaching and technology is a part of those improvements. In an experiment
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 9
with rats, Miller (1948), states that, “thirsty rats learned a simple maze habit to obtain water.
In test trials, when satiated with water, they ran faster and drank more water when motivated
by hunger, pain (from shock), or fear (of repeated shock)” (p. 155-178). This same
application, though not as scary as shock, can result in the classroom when students are
prompted to behave by a stimulus. Whether the stimulus is a key word that a teacher uses or a
reward, the direct instruction with feedback is applied from the stimulus/response theory.
As Burton, Moore, and Magliaro (1996) explain:
Learning is frequently defined as a change in behavior due to experience. It is a
function of building associations between the occasion upon which the behavior occurs
(stimulus events), the behavior itself (response events) and the result (consequences).
These associations are centered in the experiences that produce learning, and differ to
the extent to which they are contiguous and contingent.”
This explanation is essential to the application of educational technology in the classroom.
Students can build associations to the technologies they use outside the classroom if a teacher
is willing to bring it inside the classroom. With the working knowledge the students already
has of this technology, they are prompted to engage more in the learning process because they
feel more comfortable in the application of the technology.
According to Cook (1993), the theory of behaviorism is evolving. He states that “behaviorism
is evolving through the use of computer programs” (p.22). Behaviorism, in a traditional
format, can be seen as a teacher providing a lesson or activity in which the student responds to
the stimulus of prompt or activity. However, just as Cook discusses, this behavior is evolving
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 10
because of technology. Now, not only is the student responding to the instructor stimulus they
are responding to digital based stimuli.
One example of computer-based stimuli that can be seen in the classroom setting is a
WebQuest. WebQuests are fun, do-it-yourself quests online that lead students through a series
of different learning modules. Often, these modules take students to far-off destinations,
putting the student in the center of an atmosphere that they may otherwise never be able to
discover. WebQuests are designed so that students are able to work in a self-paced capacity
with motivation to learn. This motivation is important to the expected or desired behavior
being completed.
Motivation is a vital component to the behaviorist theory. Motivation theory, according to Keller
(2008) is:
In brief, we can say that in order to have motivated students, their curiosity must be
aroused and sustained; the instruction must be perceived to be relevant to personal values
or instrumental to accomplishing desired goals; they must have the personal conviction
that they will be able to succeed; and the consequences of the learning experience must
be consistent with the personal incentives of the learner (p. 6–7).
This theory seems to be obvious. Students need to be motivated in order to learn something and
to retain that knowledge. Motivation comes in many forms, especially when incorporating
technology into learning. Students, as mentioned, are more apt to learning a new concept when
they are familiar with the technology being used to learn the material.
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 11
This motivation to learn and incorporating technology as a part of that motivation is called
edutainment. It is inherent within edutainment to entertain and teach students. If students are
entertained they will be motivated to learn. Not only is this theory inherent within edutainment, it
is inherent within the behaviorism theory. When a student is motivated to learn they have a direct
stimulus to respond in the appropriate method that the instructor intended.
Teachers
The behaviorist theory not only applies to students and learning, it applies to teachers, their
instruction, and their behavior as well. One essential duty of a teacher in any establishment,
subject, or technology used is behavior management. According to Meacham and Wiesen
(1969), “attempting to integrate humanism and behaviorism (what we know as educators and
as behavioral scientists), provides both specific guidelines for teachers concerning positive
classroom behavior change, and general directions in which education must go to remain
relevant” (p. 12). If students are engaged in educational technology practices they would first
need to be prompted by a stimulus. The majority of the time the stimulus may come from the
instructor first and then move to a game or other digital media stimulus.
In a classroom study conducted Bambara, Lambert, Andrews, and Harbour (2006) they
explain how e-learning and behaviorism interact stating, “student interactions [have] two
primary objectives to organize student interactions in an e-learning context and promote
learning and second to offer an instructional management device” (p. 15). It is accurate that elearning or educational technology will help teachers guide students through assignments
without “excessive, unguided, and meaningless interactions.” So, another result of educational
technology will be value in learning and applicable behavior.
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 12
According to Mohamed (2004), “technologies are merely vehicles that deliver instruction, and
do not themselves influence student achievement.” However, it is evident that is not the case
in educational technology. Educational technology has been proven to influence student
achievement and provide for motivation and engagement in a learning activity.
Before educational technology, educators were the motivators in the classroom. The use of the
behaviorist theory has improved because of educational technology. Now, teachers are not the
sole provider of rewards based on the stimulus and response of a student. Now, educational
games, WebQuests, and other technology can be used as a reward for students when they
complete an assignment. The motivation is now fun, curiosity is peaked, and there is a
connection to the student’s everyday life.
Conclusion
Behaviorism and educational technology have deep roots and connections in the educational
field. In order to be successful in education, learning, and educational technology the learning
theory of behaviorism must be incorporated. It is inherent that humans obey universal laws of
behavior and as such will react to a stimulus such as online media. However, it is also
important to note that students are active participants in their behavior and learning and will
only be successful if the stimulus produces an engaging response according to behaviorism.
Teachers and digital media play an important role in motivating students intrinsically and
extrinsically. Educational technology has helped teachers to provide rewards, motivate and
engage students, and connect students to their everyday lives. Educational technology has
helped to shape and evolve the behaviorism theory that is now applied in the classroom.
BEHAVIORISM AND EDUCATIONAL TECHNOLOGY 13
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