How a Behavioral Socialization Approach to Learning Reduces Intellectual Development to Performance and Outcomes: A Rationale for Teachers, Parents, and Learners to Utilize Ubiquitous Browser-based Web2.0 Platforms for Pedagogy
Public schools and compensatory schooling are often in direct conflict with students, families, and the communities they serve as the State and school system ritualistically imposes its institutional needs and values such as social conformity, silence, and rigid standardized test performance criteria regardless of the needs and values of students, families, and communities. The following manuscript interrogates how a behavioral socialization approach to learning reduces intellectual development to behaviorist learning outcomes and performances. Key historical figures and events that shaped a behavioral socialization approach to education are explored. The manuscript provides a rationale for teachers, parents, and learners to use ubiquitous Browser-based Web 2.0 technologies for student-centered and interactive learning, which is in stark contrast to where people were limited to the passive reception of educational content.
||Outcomes based Education, Behaviorist Perspective, Ubiquitous Web2.0 Technology
Ubiquitous Learning: An International Journal, Volume 4, Issue 4, pp.85-98.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 827.499KB).
Course Director, Education Media Design and Technology MS Program, Full Sail University, Winter Park, Florida, USA
Dr. Christopher Deason is a designer of educational media, instructional designer, program evaluator, mixed methodology researcher, and lecturer. He received his Doctor of education in educational instructional technology from Texas Tech University. Dr. Deason is currently a course director in the Education Media Design and Technology MS program at Full Sail University in Winter Park, Florida.
Graduate Student, Education Media Design and Technology MS Program, Full Sail University and University of Southern California, Nevada City, USA
My research focuses on the failure of sophisticated experiments and understandings about the physiological aspects of learning to actually improve learning for students in American K-12 educational institutions. My background includes more than 15 years teaching and coaching young people, undergraduate studies in the social sciences, and graduate studies in education media design and the technologies to produce media. I am currently in the MAT program at the University of Southern California, and continue to develop topics for research and publication under the supervision of course directors at Full Sail University.
Harvard University, USA
Sixteen years of experience in academia within the discipline of interdisciplinary neurosciences and with a focus on pediatric neurosciences using brain imaging, physiological, and behavioral methodologies to enhance and understand the lives of children and adolescents. This includes studies of neurodevelopment and behavioral studies investigating conflict resolution with children and parents.