Shirley Toulson

One of the most vital of the many factors behind the teaching revolution of the past decade has been the rapid development of programmed learning. It owes its wide acceptance mainly to two accidental and largely unconnected events. By the beginning of the 1960s educational technology (the whole apparatus of audio‐visual aids) had become an integrated part of the equipment of nearly all schools. At the same time, the work of the behaviourist psychologists, and of Professor Skinner in the USA in particular, had taught educationalists a lot about the basic mechanics of the learning processes.