Why Use Programmed Instruction?
How does programmed material fit into the schemes of instruction? What role does the teacher have left if he decides to go programmed ? The answer lies primarily in how he uses the programs. The evidence is piling up daily that when it comes to the routine transmission of information, a good program will do an excellent job. The background information, the tedious proof, the drill session on using the method of problem solution can all be handled effectively and efficiently by programs. Since one of the strengths of a program is the consistency of its results on its intended population, it is essential that the teacher select the program which best meets his goals for his students. For optimum results with a program, the teacher should carefully analyze his objectives (Mager, 1962) and seek the program which matches them most closely. In some cases, he may wish to write additional material himself, in order to accomplish the best total match (Markle, 1964 ). One final point in the sele
