Many researchers are opposed to the use of instructional machines, but current research literature has not yet reflected the experimentation with machines and programs produced in the past 5 years. There is no doubt as to the validity of these new technologies on an experimental basis. Much good is found in the motivational and instructional aspects of machine instruction; but too much reliance on machines may reduce creativity and limit the amount of information and growth potential to a learner and at the same time result in the danger of dehumanizing learning and students. Machines currently available are (1) tachistoscopic machines providing practice and reinforcement in skill mastery and rate increase; (2) recordings and films providing reinforcement, instruction, and other guidance; and (3) other audiovisual devices providing different levels of instruction ranging from simple presentation to that which demands a response from the student. Because of financial limitations, instead of buying one of every kind of machine, schools should carefully assess their needs and purchase the most useful items, such that enough of these could be used for all classrooms. Inservice teacher training programs should emphasize the application of technology in the classroom to encourage teachers to use these machines. (AW)