The problem of communicating knowledge, skills, and attitudes to students has concerned educators for centuries. Earlier debates centered around the use of lecture versus discussion methods, the use of the textbook, workbooks, etc. In general, these earlier "media" of instruction were passive display devices requiring relatively little response involvement on the part of the learner. Recent advances in communications technology have revived interest in the question of the media of instruction and have broadened the avenues through which the learner may come into contact with his subject. In general, the newer instructional display and response devices are "active" as opposed to earlier more passive media. They provide for the adaptation of the instructional materials to the characteristics of the individual learner as contrasted with earlier "static" display devices, and require active response involvement by the learner in the process of instruction. These devices allow the learner to interact overtly with his subject.