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How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
Considers legislation to authorize Federal grants to States for educational TV facilities construction and improvement.
Educational television has made great strides in the five years which have elapsed since the Federal Communications Commission set aside television channels for the exclusive use of education. Such stations are located in 29 communities of the United States, representing large cities, university centers and, in several instances, serving entire States through multiple stations or multiple studios. The investment in educational television now totals over fifty million dollars. Following a Foreword and Introduction, the following parts are included: (1) What is being done in educational television; (2) What can be done with educational television for adults; (3) The enrichment program for schools; (4) How a community can plan for educational television; (5) How a TV station can develop essential services; and (6) Exploring the practicability of direct teaching by television. The following are appended: (1) Educational television stations; (2) Non-commercial education television assignments; (3) New books on education television; (4) Publications of Office of Education, Radio-Television and Visual Education; (5) Organizations of Joint Council on educational television; (6) Foundations making grants to educational television; (7) Closed-circuit educational television; (8) Armed forces television stations; (9) Typical educational TV schedules; (10) Statewide networks of educational stations; and (11) Roll call of colleges by States. [Best copy available has been provided.].