ABSTRACT
The main types of change that are introduced into schools may be broadly categorised as: (a) hardware, (b) software, and (c) interpersonal relations. These main categories, however, are not necessarily unrelated either in process or in effect. Any addition to school equipment, for example, such as a new type of classroom, a theatre, a swimming pool, a teaching machine, or a film projector, is bound to have some effect upon the interpersonal relations within the school. Changes within the curriculum (software), in its range or content, may certainly affect the type of hardware introduced; or may, indeed, inconspicuously or unexpectedly bring about the introduction of certain new types of hardware into the classroom. Changes in teaching and learning methods are involved in both hardware and software, but inevitably they have their repercussions upon human relationships. A teaching machine, or a programmed text, implies immediately a new relationship between teacher and taught. Roles and inter-role relationships are perpetually changing; the classroom door is now being opened not merely to inspectors and the headmaster, but also to other teachers working in teams, to advisers, to parents, to visiting university and college lecturers, to researchers and to a multitude of other visitors who might be interested foreigners, mass media programmers, or just curious educationists. The modern teacher is asked to play a great variety of novel and unaccustomed roles.
