st with individual student problems, it must be interactive, probing to find what the student needs help with and providing that help. Only highly interactive learning approaches can discover individual problems and offer relevant learning experiences. As I stress, little such material exists. But there is enough to show that we can prepare such material. Lack of Interactive Curriculum Material What we have so far in the way of computer learning material could best be described mostly as "bits and pieces," small isolated components of material, seldom individualized. But full learning demands whole courses and full curricula, sizable chunks of material. Very few interactive courses have been produced. THE NEXT 25 YEARS OF LEARNING How can we use computers to make major improvements in the educational process, for all students worldwide? I argue that this is possible, but only if we consider carefully the problems of education (already mentioned) and the capabilities of interactive technology in solving them. Although we have major problems in learning, we now have the technology to solve these problems, the interactive technology provided by the computer. But new approaches are needed; learning materials, schools and universities in their current form must change greatly. We have not begun the process needed. Superior Help for Individualization of Learning The importance of working individually with the problems and potentialities of students must be emphasized. As we have had more and more students, this has become increasingly difficult. Our current grading system, with many students receiving poor grades, indicates that we are now mostly unsuccessful in helping the individual student. Grade inflation only further emphasizes this problem. Highly interactive computer material now makes this individualized attention possible. We need programs that continually probe the student, finding...
