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Abstract
This paper presents the view that questions such as whether or not to use machines or whether or not to use a branching or a linear mode are more appropriate to the tactics of program writing than to the strategy. A more fruitful approach is to develop a considered optimum strategy through the procedures of task analysis and only then to consider the implications in terms of hardware and the specific instructional mode.
No assumptions are made about the “true” nature of a program but the view is taken that a program is a pre‐prepared lesson which has been empirically validated.
It is argued that in all junior teaching and in much secondary teaching, entirely verbal programs are inappropriate. At these levels a program must therefore make use of integrated ancillary material.
A program could therefore be considered to have a central core which acts as a datum, which controls the learning activity of the children, and which provides feedback.
Some material has no obvious “best” sequence. Different children may have different strategies in the same learning situation. A model of a program to allow for different strategies is presented and its implications for programming discussed.
Tactical problems concerning the relating of ancillary material (including hardware) to the central datum are discussed, together with flexible approaches to frame writing.