The first school museum opens in St. Louis, MO.
The motion picture projector was one of the first media devices used in schools.
"...technological advances in such areas as radio broad-casting, sound recordings, and sound motion pictures led to increased interest in instructional media. With the advent of media incorporating sound, the visual instruction movement became known as the audiovisual instruction movement." (Reiser & Dempsey, 2018, p.9)
Association for Educational Communications and Technology (AECT) is created by the merger of three professional organizations for visual instruction and becomes part of the NEA.
During the 1950's, there was a tremendous growth in the use of instructional television. This growth was stimulated by at least tow major factors: (a) the setting aside by the Federal Communications Commission of education channels, and (b) Ford Foundation funding.
The 1952 decision by the Federal Communications Commission to set aside 242 television channels for educational purposes, led to the rapid development of a large number of public (then called "educational") television stations.
Programmed instruction is first described by B.F. Skinner in 1954. He believes that instruction should be self-paced and consist of small, carefully sequenced steps with frequent questions and immediate feedback
Robert Mager, recognizing the need to teach educators how to write objectives, wrote "Preparing Objectives for Programmed Instruction." The book describes how to write objectives that include a description of desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards (criteria) by which the behaviors are to be judged.
Robert Glaser was the first to use the term "criterion-referenced measures". In discussing such measures, Glaser indicated that they could be used to assess student entry-level behavior and to determine the extent to which students had acquired the behaviors an instructional program was designed to teach. The use of criterion-referenced tests for these two purposes is a central feature of instructional design procedures.
Important event in the history of instructional designed occurred in 1965, with the publication of the first edition of "The Conditions of Learning", written by Robert Gagne.
