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Charting Your Own Course: Inquiry and Interactive Multimedia e-‐Books and e-‐Textbooks
Elizabeth DoblerEmporia State [email protected]
Continuum of Digital Interactivity
Walling, 2014
Kids & Family Reading Report™
5th Edition
Out of Print:Reimagining the K-12 Textbook in a Digital Age
www.setda.org
A BIT OF HISTORY
❖ Student performance does not vary between print and e-textbook (Sheppard, Grace, & Koch, 2008; Woody, Daniel, & Baker, 2010).
❖ Various presentation modes do not affect comprehension (Margolin, Driscoll, Toland, & Kegler, 2013).
❖ Annotation features of an e-textbook enhances student performance (Dennis, 2011).
❖ People understand and remember better when reading paper (Liu, 2005; Mangen, Walgermo, & Bronnick, 2013).
Challenges and Affordances
❖ Lack of comfort with screen reading (Carlson, 2005).
❖ Requirement to access Internet when reading (Sheppard, Grace, & Koch, 2008).
❖ New types of engagement are facilitated(Dorn, 2007; Ravid, Kalman & Rafaeli, 2008).
❖ Promotes principles of universal design to meet diverse learning needs(Scott, McGuire & Foley, 2003).
Scholastic, 2015
61% OF CHILDREN HAVE READ AN E-BOOK
65% of children will always want to
paper books even though e-books are
available
Reynolds, R. 2013
Interactive
Customizable
OPEN EDUCATIONAL RESOURCES
Resources available in the public domain or shared under an intellectual property license, permitting their free use or re-purposing by others
Project Tomorrow, 2011
Students are empowered to “take responsibility for their own educational destinies and to explore
knowledge with unfettered curiosity thus creating a new generation of lifelong learners”.
QUALITY E-TEXTBOOKS
COMPREHENSION
DYNAMIC INTERCHANGE
RELATIONSHIP AMONG SOURCES
❖ What are the e-textbook preferences of undergraduate teacher education students?
❖ What are the perceptions of undergraduate teacher education students towards reading an e-textbook?
❖ How do undergraduate teacher education students view the role of an e-textbook in their learning process?
e-Textbook Purchase Factors
❖ cost
❖ east of use
❖ ease of purchase
❖ match to learning style
❖ Chulkov & VanAlstine, 2013
Self-Regulated Learning
Schunk & Zimmerman, 1998Zimmerman, 2002
Participants, Methods, Analysis❖ 56 preservice teachers (8 males, 48 females)
❖ language arts methods course
❖ e-textbook/paper bundle, read on iPad or website
❖ Features: note sharing highlighting keyword search video, audio and web links linked definitionstext bookmark
e-Textbook Preferences
Pre-Reading Post-Reading
22% preferred e-textbook 50% preferred e-textbook
58% preferred print textbook 42% preferred print textbook
20% no preference 8% no preference
Digital Note Sharinga social network becomes a learning network
Reasons for e-Textbook Preference
Reasons for Print Textbook Preference
available search features familiarity with the format
digital notes features eyestrain with screen reading
lower cost distractions when reading online
light weight connection to physical movement of page turning
An e-‐textbook can often lead me to distraction
(Facebook, Pinterest, etc.). Also there is something
about print textbooks that puts me in the mindset of
‘study’.
I like highlighting and putting sticky notes in my
[print] books. When done electronically, the physical
movement is absent so I sometimes feel like it doesn’t
help me. When recalling information, it is easier for
me to remember when it’s tied to a physical
movement.
Being Present in the Reading Moment
My own reading habits worsened while reading this e-‐textbook. I am used to skimming on the computer. I carried this same habit to the e-‐textbook. It was more difHicult to get absorbed in reading.
I noticed I was more intrigued about reading the text. It wasn’t like I was just sitting with a book in my hand.
I was more relaxed with the e-‐textbook. Sometimes I forgot I was reading a textbook. I had to train my brain to think critically when reading because usually when I’m on a device it’s for recreation.
The linked deHinitions are extremely helpful. This allows for reading Hluency as I don’t have to access another source or turn a page to Hind a deHinition. I really liked the search function because it took you right to where you needed to go.
Applying Reading Strategies to Digital Text
Opening a new chapter in this online text is a bit more intimidating for me because it shows the list of sections to the side, and there are sometimes many. I’ve started previewing and picture walking before I read this text in response.
I believe my reading habits improved because the text was spread out. I read the text normally but I went back and looked at the text again to make sure I didn’t miss something.
I tended to open up links so I was easily distracted. As a reader, next time I would be stricter on myself and not allow myself to browse on other sites while reading.
❖ avoid making assumptions
❖ teaching and modeling
❖ sharing personal experiences
❖ offering students choice
Teachers can promote e-textbook reading by . . .
Discussion
Does digital text affect how readers see themselves, their self-‐ef6icacy, expectations for success as a reader?
How can teachers honor students’ learning and reading preferences?
How can e-‐textbook authors and publishers create materials that also honor students’ preferences?
Presentation ReferencesAllen, N. (2013). The future of digital textbooks. Public Purpose, 10-11.
Amplify (2014). National survey on mobile technology for K-12 education. Retrieved from http://go.amplify.com/2014-mobile-report?rc=Viewpoints
Carlson, S. (2005, February 11). Online textbooks fail to make the grade. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/
Online-Textbooks-Fail-to-Make/18496/
Chulkov, D.V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88,
216–222.
Dennis, A. (2011). E-Textbooks at Indiana University: A summary of two years of research. Indiana University Working Paper. Retrieved from http://
etexts.iu.edu/files/eText Pilot Data 1010-1011.pdf
Dobler, E. (2015). e-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent and Adult Literacy, 58(6), 478-487.
Dorn, R. (2007). Online versus hardcopy textbooks. Science, 315(5816), 1220.
Intel. (2010). Blueprint solutions: Digital content in the K-12 classrooms. Retrieved from
Larson, L.C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22.
Larson, L.C. (2012/2013). It’s time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent and
Adult Literacy, 56(4), 280-290.
Liu, Z. (2005). Reading behaviors in digital environments: Changes in reading behaviors over the past 10 years. Journal of
Documentation, 61(6), 700-712.
Mangen, A., Walgermo, B.R., Bronnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading
comprehension. International Journal of Educational Research, 58, 61-68.
Miller, M. (2015). Ditch that textbook. Retrieved from http://ditchthattextbook.com/
Project Tomorrow. (2011). The new 3 e’s of education. Retrieved from http://www.tomorrow.org/speakup/pdfs/
SU10_3EofEducation%28Students%29.pdf
Ravid, G., Kalman, Y., & Rafaeli, S. (2008). Wikibooks in higher education; Empowerment through online distributed
collaboration. Computers in Human Behavior, 24, 1913–1928.
Reynolds, R. (2013). Digital learning: It’s use and integration into the classroom. MSB Direct. Retrieved from http://
issuu.com/mbsdirect/docs/facsurveypdf?e=5049417/2859937
Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning: From teaching to self-regulated practice. New York: Guilford.
Scott, S., McGuire, J., & Foley, T. (2003). Universal design for instruction: A framework for anticipating and responding to disability
and other diverse learning needs in the college classroom. Equity & Excellence in Education, 36, 40–49.
Sheppard, J., Grace, J., & Koch, E. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of
Psychology, 35, 2–5.
Sheridan-Thomas, H.K. (2008). Assisting struggling readers with textbook comprehension. In K.A. Hinchman & H.K. Sheridan-
Thomas (Eds.), Best practices in adolescent literacy instruction, pp. 164-184.
Spiro, R.J., Feltovich, P.J., Jacobson, J.I., & Coulson, R.L. (1991). Cognitive flexibility, constructivism, and hypertext: Random
access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 35, 24-33.
Woody, W., Daniel, D., & Baker, C. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55, 945–948.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Walling, D.R. (2014). Designing learning for the tablet classroom: Innovations in instruction. New York: Springer.
WEBSITES
• Achieve at http://www.achieve.org/
• OER Commons at https://www.oercommons.org/
BOOKS
• Dobler, E., Johnson, D. J., & Wolsey, T.D. (2012). Teaching the language arts: Forward thinking in todays classrooms. Scottsdale, AZ: Holcomb Hathaway.
• Dobler, E., & Eagleton, M. (2015). Reading the Web: Strategies for Internet inquiry. New York: Guilford.
• Latteier, A., & Matson, M. (2011). The strange and wonderful world of ants. Retrieved from https://itunes.apple.com/us/app/strange-wonderful-world-ants/id404605416?mt=8