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This brief review lists the major features of teaching machines and programed instruction. The ideal learning situation has these factors: 1) division of the subject into steps small enough to be grasped immediately; 2) specific, clear, sequential questions; 3) means for the student to proceed at his own pace; 4) means of causing the student to be a constant active participant. Teaching machines meet these qualifications better than the traditional classroom situation. (JK)

Presents B.F. Skinner explaining the theory of programmed learning, Arthur Lumsdaine describing a variety of teaching machines and programmed materials, and Robert Glaser discussing the implication of such machines and materials for education.

Presents B.F. Skinner explaining the theory of programmed learning, Arthur Lumsdaine describing a variety of teaching machines and programmed materials, and Robert Glaser discussing the implication of such machines and materials for education.

STUDIES OF THE USE OF TEACHING MACHINES AND PROGRAMED INSTRUCTION IN ENGLISH SCHOOLS ARE PRESENTED, INCLUDING ALL LEVELS FROM THE CLASSES FOR FIVE YEAR OLDS THROUGH THE HIGH SCHOOL. STUDIES OF THE READING PROGRAM (ITA), SCIENCE, GEOMETRY, AND MATHEMATIC PROGRAMS ARE DESCRIBED. MACHINES INCLUDED THOSE USING EITHER LINEAR OR BRANCHING PROGRAM MATERIALS. BOTH COMMERCAL AND TEACHER-DEVELOPED PROGRAMS WERE EXAMINED. RESULTS OF THE EXPERIMENTS IN PROGRAMED LEARNING INDICATE THAT CHILDREN USING THESE MATERIALS LEARN AT LEAST AS WELL AS THOSE USING CONVENTIONAL MATERIALS. PROBLEMS OF PROGRAM WRITING ARE DISCUSSED. (BD)