ERIC Number: ED039711
Record Type: RIE
Publication Date: 1970
Reference Count: 0
Programing and Programed Instruction.
Markle, Susan Meyer
The impact of programed instruction on the educational system has been minimal quantitatively and qualitatively. In the interface between education and programing there are serious weaknesses in the design of materials, severe problems in the economics of design and use, and an almost insurmountable gulf between the philosophy or point of view on which programing is based and the present thinking of most school systems. Two areas in which the technology needs further development are in the analysis of the structure of knowledge and in the approach to cross-curricular skills such as creativity, critical thinking, and inference techniques. The unnecessary duplication of effort which is common in programing instruction today has led to a waste of financial and human resources. There seems to be a philosophical conflict between the empirical approach of the adherents of programed instruction and the idealism of the process-oriented educational philosophers. (Author/JY)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Academy for Educational Development, Washington, DC.
Note: This is one of the support papers for "To Improve Learning; a Report to the President and the Congress of the United States by the Commission on Instructional Technology", ED 034 905