Electric Circuit Theory (ECT) has been a fundamental component of the teaching of electrical engineering since the dawn of university electrical engineering studies at the beginning of this century. In reflection of developments in the USA it was later introduced as an independent subject in most faculties of electrical engineering. Highly developed and deeply considered methods of pedagogical presentation, including excellent textbooks, examples and other teaching aids, have emerged in the long-term development of this field of science.

There is clearly an important role for contemporary computer science in the teaching of technical disciplines, including ECT, but this does not simply suggest an improvement of hitherto used teaching methods: in many instances it is necessary to rebuild these methods from the ground up. In fact it could be observed that the existence of a well developed classic pedagogical system in the teaching of ECT, one that has proven with time to be effective, and the necessity to undergo a revolutionary conversion of this system in order to adopt a modern computerbased teaching technology might be factors in the fairly slow introduction of computer-aided teaching in this discipline. The same situation can be found in other theoretical disciplines of electrical engineering. This paper considers this situation, the advantages and shortcomings of both teaching approaches, and suggests that a good teacher will be unable to ignore the considerable efficiencies of modern conceptions and will thus consistently support and introduce them.