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8 (from page 1)

Definition of the Term Teaching Machine”

In 1924, Dr. Sidney L. Pressey invented a small machine that would score a multiple- choice examination automatically at the time the answer- button was pushed. ’

Although he designed it as a testing machine, he perceived that by a simple expedient he could use the machine as a teaching device. All he had to do was to design it so that, for each question, the correct answer- button had to be pushed before a subsequent question would appear in the window.

From this simple beginning, the concept of “teaching machines” has grown until now the educator is faced with many types and styles, from the simplest cardbogrd device costing pennies to in- credibly complex electronic wonders costing thousands of dollars.

But don’t despair. All “teaching machines” have three char- acteristics in common :

1. They present information and require frequent responses by the student. 2. They provide immediate feedback to the student, informing

him whether his response is appropriate or not. 3. They allow the student to work individually and to adjust

his own rate of progress to his own needs and capabilities. / Now, based on the three criteria listed above, is the educational

motion picture, as it is normally used, a “teaching machine”? Page 6 Yes Page 4 No

il 1”;!, I :‘> r

I: (from ;age 12) A class is not an individual. There is no guarantee that at the end of the discussion everyone in the class will have participated, or even that more than a few ever understand the argument.

This ie not to say that this wouldn’t be a very useful teaching method - it can be - but it isn’t a “teaching machine.”

Please return to page 12 and select the other alternative.

IO (from page 3)

Your answer is correct. The first condition (providing informa- tion and requiring a response) is met; and so is the third (the student works individually and adjusts his own rate of progress) ; but, as you perceived, the student is not specifically directed to evaluate his response against the correct response. The success of the whole operation hinges on the clarity of the film and the student’s ability to relate what he does to what he has seen.

In this case, however, the device could be a “teaching machine” except for the way the film is organized.

Suppose the film, inserted in Lumsdaine’s machine, were to go through sequences like this one:

1. A short discussion is presented on techniques of violin bowing. 2. A particular technique is then demonstrated, and the nar-

rator asks the student to identify the technique. 3. The projector shuts itself off. 4. The student (after he has made his response) pushes a

button to start the projector again, and the narrator iden- tifies the appropriate answer, giving the reason. 5. The film then proceeds to the next step in the lesson.

Would this constitute a “teaching machine”? Page 7 Yes Page I I No

(from; age 10) This time we really have a teaching machine!

All the requirementa are here: 1. The film presents information and requests a response

(identify the bowing technique). 2. The projector stops, waiting to be restarted by the student

after his response is made. 3. The film, when restarted, identifies the appropriate answer.

The student goes at his own pace, since it is he who starts the projector after each reeponse ie made.

11 Please return to page 10 and select

( fromliage 4) Correct. A motion picture which requires that students answer questions on a printed answer form during the showing is not a “teaching machine.”

The first condition is fulfilled since information is presented and frequent responses are required from the students.

Perhaps even feedback is provided for the student, informing him whether his response is appropriate or not.

But the third requirement, that the student be allowed to work individually and adjust his rate of progress to his own needs and capabilities, is not fulfilled since nothing is quite so inexorably paced as a movie shown to a class. The slow student - and by this I mean slow either because of mentality or lack of background or interest in a particular subject- the slow student may need time to recall previous points and ponder a bit before reaching a decision. The fast student may even anticipate the answer before the question is finished. The time interval allowed for writing the answer must be a compromise between the times needed for the extremes - and there we go again, playing to the “average” student!

Suppose a motion picture were designed so that during the first eight minutes an argumentative problem were set up followed by the instruction to turn off the projector and hold a class discussion with a promise of a solution in the last two minutes of the film. Would this qualify as a “teaching machine”?

Page 9 Yes Page 3 No

13 (from page 7)

You don’t see what’s wrong with getting the machines first and then figuring out the best ways to use them? Fine. You’re honest about it and I’ll try to answer with an analogy.

Consider the hazards of building a program around a machine. A Cinerama motion picture is a good example of a program made to fit a machine. You enjoy Cinerama? So do I. But consider the extent to which the content is chosen to exploit this medium.

Suppose you wanted to make a movie for Cinerama. Could you do a tender love story ? A documentary on the tse- tae fly? A film on the theory of radio? Of course you could, but you wouldn’t! The medium of Cinerama would not only be wasted on subjects like these, it would overpower them. The temptation would be to choose areas like geology or geography or the history of the loco- motive - in other words, areas that would give you lots of oppor- tunity for panoramic views of majestic subjects.

Similarly, if you buy the presentation device first, the tempta- tion will be strong to make the educational goal fit the means- the focus is too likely to be on the machine and not on the program. Please, then, accept my arguments for the present.

Turn to the self- test on page 14.

(from page 7) --

CHAPTER I - SELF- TEST In order to summarize and review this chapter, here is a short self- test. The answers will be found on the designated page-

1. All self- instruction programs have three characteristics in common. What are these three criteria? (Use your own words. If you get stuck, look at page 8.) 2. Can a self- instruction program exist in the form of a

motion picture? (page 10) 3. Does this book fit the criteria for a self- instruction

program? (page 7) 4. A book can’t very well be called a “machine.” What

term was suggested to cover the presentation of a self- instruction program in book form? (page 7)

The next question might be, “How does one go about program- ming?” This book does not attempt a complete answer, but it does present an introduction to some of the types of programs in current use.