In our course video this week, Dr. Michael Orey explains that Behaviorist theory developed by BF Skinner is based on operant conditioning. An individual responds to the environment, and if the response is reinforced, it is more likely to be repeated in the future. Chapter 8 in our text Using Technology with Classroom Instruction that Works describes the use of rubrics with which students self-evaluate the effort they put into a course. The effort grade is then compared to a formal assessment grade. In keeping with the behaviorist theory; the teacher is trying to identify behaviors associated with effort. The effort theoretically should be rewarded in the form of a good grade on the exam. The purpose of the rubric is to bridge the gap in time and space between the effort behaviors and the student receiving the grade, which is to say that it helps the students see the correlation between the behavior and reward. If the correlation is not evident individually, it should be apparent in the form of group data. Chapter 10 in the same text gives examples of various technologies which provide drill and practice exercises to deepen understanding and proficiency. The multimedia examples include several educational games and tutorials. As learners interact with the program, they are given opportunities to respond to stimuli in the form of questions or scenarios. Correct responses are immediately rewarded with reinforcing feedback, while incorrect responses direct the learner to reevaluate their choice. The technology has the ability to meet each individual’s personal learning needs with the pace of the lesson and instant reinforcement; something that is impossible for one teacher in a traditional classroom full of students to accomplish. In both strategies, learners are being reinforced for appropriate responses, which in essence is the basis for Behaviorist learning theory. Technology assists in this process by providing more individualized reinforcement in a timelier manner.