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The concept of intelligent machines for instructional use date back as early as 1924, when Sidney Pressey of Ohio State University created a mechanical teaching machine to instruct students without a human teacher. [5] [6] His machine resembled closely a typewriter with several keys and a window that provided the learner with questions. The ...
The ideas of teaching machines and programmed learning provided the basis for later ideas such as open learning and computer-assisted instruction. Illustrations of early teaching machines can be found in the 1960 sourcebook, Teaching Machines and Programmed Learning. [12] An "Autotutor" was demonstrated at the 1964 World's Fair. [13]
Skinner, who was responsible for bringing the whole subject into popular view, acknowledged Pressey's work in his 1958 paper on teaching machines. [15] [16] Sidney was displeased by the “crass commercialization” of teaching machines. He objected to this use of teaching machines feeling they had a lack of questioning about basic theory.
Microfiche images: Compressed air powered a piston-driven microfiche image selector that permitted colored images to be projected on the back of the screen under program control. A hard drive for Audio snippets: The random-access audio device used a magnetic disc with a capacity to hold 17 total minutes of pre-recorded audio. [ 8 ]
TPACK domains and related subdomains address the complex nature of teaching effectively with appropriate technologies. [9] [16] While the different domains and subdomains can be explored as separate skill concepts, domains and subdomains were conceptualized to work in synergistic reciprocity meaning that the knowledge is not entirely separate indicating the intersectionality of each area.
Students in jigsaw classrooms ("jigsaws") showed a decrease in prejudice and stereotyping, liked in-group and out-group members more, showed higher levels of self-esteem, performed better on standardized exams, liked school more, reduced absenteeism, and mixed with students of other races in areas other than the classroom compared to students in traditional classrooms ("trads").
The findings from Project Follow Through, conducted in a variety of selected communities throughout the United States, suggest that Direct Instruction is the most effective model for teaching academic skills and for affective outcomes (e.g. self-esteem) of children. Recent large-scale studies (1997–2003), such as the Baltimore Curriculum ...
Models of Teaching is a book by Bruce Joyce and Marsha Weil about the use of group learning, role playing, synectics and other teaching techniques. [1] First published in 1972, [2] the book is in its ninth edition as of 2018. [3] Since the sixth edition in 2000, Emily Calhoun has also been listed as a contributing author. [4]