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An Extemely Brief History of Teaching Machines

Teaching machines taught students a variety of tasks, ranging from addition to foreign languages (e.g., Atkinson, 1976; Bork, 1978; Ferster & Sapon, 1960).  In some respects, the teaching machines and CBT were successful; students with access to these machines typically outperformed students receiving only traditional instruction.  The main shortcoming of teaching machines and CBT (other than bad publicity) was economic.  Schools and other training institutions did not have enough money to provide teaching machines for every student.  Moreover, machines designed for one task were difficult to modify for other tasks.  A lack of physical technology (e.g., electronics) prevented the efficient delivery of training and education technologies.

Electronic achievements of the 1970's initiated the development of inexpensive, large memory microcomputers.  The design of increasingly complex silicon chips alleviated many economic obstacles and revitalized interest in instructional technology.  Microelectronic advances have propelled and will continue to drive instructional technology at an astonishing pace.  Thirty years ago, instructional technology was an inconsequential adjunct to traditional classroom instruction.  Thirty years from now, instructional technology will probably be the cornerstone of the entire educational system.

Fascination with machines, which measure speeds in nanoseconds, has obscured the age-old image of the private tutor.  This is regrettable, because the ideals personified by the private tutor can give direction to instructional technology and furnish a standard for judging new media.  Without a guidepost, it is too easy to become lost in the computer and forget that these amazing machines are only tools for teaching students.

Alexander the Great was fortunate to have Aristotle as his tutor (Lane Fox, 1974).  Aristotle trained the future conqueror to consistently question the world around him.  Alexander learned to look beyond the superficial to the core of the issue.  I believe that Alexander would have been skeptical of claims of "educational breakthroughs" that accompany the marketing of each new exotic electronic machine.  He would have wanted proof that putting 70 minutes of video on a 5.25 inch plastic disc produces better students.  On the other hand, he would have taken as self-evident, the value of simulating a good private tutor.
 
 
 

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