The Cyclical Nature of Educational Technology

There is a long history of educational innovation deliberately designed to address a perceived problem, viz. inadequate learning. A basic assumption is that the mechanics of media and method are of paramount concern, and we relegate to a minor role considerations of curricula and, in particular, the needs and wishes of the learner. This paper seeks to suggest that newer educational technologies, such as microcomputer‐assisted learning, will fare no better than those of the past, for the simple reason that technique is not a major element in the success or failure of a course of instruction.