Abstract
The Self Controlled Interactive Learning Systems (SCILS) program involves the use of a “talking typewriter,” a “talking page,” and a “voice-mirror” to teach reading, typing, writing, and mathematics to children at the Drexel Early Childhood Center, Drexel University, Philadelphia. Its premise is that learning involves both the acquisition of skills (training) and the going beyond past experience to the formation of new concepts (education). The proper use of instructional technology is to enable the learner to acquire skills which can be utilized in new concept formation. The teacher’s role shifts from concentration on training to involvement in education. However, if instructional technology is to be effective it should incorporate control by the student, responsiveness to the student, and instantaneous feedback to the learner which allows for self-correction. (For a more detailed explanation of the theoretical principles underlying the SCILS program see Part II of this paper.)
This study has been partially funded by the Bernard van Leer Foundation grant to D. R. Steg (No. 648). Support is gratefully acknowledged.
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© 1982 Plenum Press, New York
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Steg, D.R., Mattleman, M., Fox, C. (1982). The Self Controlled Interaction Learning Systems (SCILS): A Communication Model of Learning. In: Nir-Janiv, N., Spodek, B., Steg, D., Spencer, M., Wagemaker, P. (eds) Early Childhood Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-3479-8_37
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