Rocky Transition to eTexts/Online Learning?

There’s lots of hype about electronic textbooks and online learning instead of printed texts, but who knows where we are when it comes to this transition? Surely, it will happen someday. It’s inevitable that in the future students will be able to access exactly what they need in coursework from their mobile devices. But what about in the school year 2012-2013? Some teachers have written their own books, district committees are working on them, and publishing companies are trying to provide courses as soon as possible. For the most part, teachers won’t be throwing away textbooks, but instead supplementing print material with free and for-pay online resources.

Some school officials say that to use electronic materials in their schools, they have to realize a cost benefit. With the cost of mobile technologies combined with the cost of broadband, etexts, and software, will schools save money at this time? Some schools opt for BYOD (Bring Your Own Device) and only provide devices for those who cannot afford them. Schools in Vail, Arizona, don’t buy print text anymore; instead, they spend their money on digital technologies. This way, Vail students and teachers can access educational resources whenever needed. These include open educational resources, and shared online lessons and video. However, like BYOD, this method means that teachers must be knowledgeable, not only in their subject areas, but also in transforming their classrooms to a new type of learning.

Do Students Need Less Exposure to Technology?

According to an article by Chico Harlan in the Washington Post, South Korea is pulling back somewhat in its plan to revolutionize schools through the use of computers and eTexts.  There is concern that students need real world experiences instead of seeing and learning everything through a computer screen. The fear is that students are already spending so much time with technologies that they need to be exposed to other learning activities. As a result of the change, both paper and digital texts will be used, and students in Grades 1 and 2 may not be included in the plan. Currently about 50 schools are in a trial stage of the “revolution”. Findings in the trial are that student attitudes toward learning improved, but there is no evidence at this time that test scores will improve.

Publishers, however, are working hard to produce digital texts, which were slated to be introduced in Korean schools by 2015. The companies, even considering the worries of educators that students are getting too much exposure to technology, are continuing with their work, because as one publishing leader says, “the shift is inevitable.”

Is the Shift to Digital Texts Inevitable?

Are all students going to be using digital texts in the future? I think so. It seems to be a waste of time to go from print texts to online resources or software on computers that is designed to go with textbooks. We aren’t ready for this change yet, because all students do not have the digital devices they need, few traditional texts have been “translated” and updated to eformat, and even though teachers can create their own texts with the easy-to-use iBook Author and other applications, only the highly motivated will attempt it. Some of us remember the time back in the early 1980s when it was thought that teachers could create their own software. Apple, for example, developed an authoring system called Apple Super Pilot with which the “motivated” created exciting programs for their students. As software became more sophisticated, teacher programs couldn’t compete with what was coming out from software developers.  It will probably be the same with teacher-created eTexts, with the exception that publishers may make it possible for teachers to select (purchase) parts of professionally-developed eTexts so that teachers can weave together various digital offerings into what they need for their courses.

For texts and novels to make use of the benefits of the eformat, they can’t be simply the original text that can be paged through digitally. They must be flexible for teachers and students to use, filled with connections to online resources that enhance learning, and provide for differing learning levels and styles. Although parents and school boards may want educators to rush to eTexts so that students won’t have to carry heavy backpacks, the truth is that administrators can’t just order the eTexts they want because most don’t exist. But they will. There is no doubt of that.

Ideas Related to iPad Programs

A January 2012 NBOA (National Business Officers Association) Webinar, “iPad Programs: Expensive Paperweights or Money Saving Game Changer?”, detailed information of use to schools considering digital notebook use by students.  Some of the topics covered included, introducing iPads grade by grade, making sure you have a robust Wi-Fi network, having tech support available, giving adequate time to both staff and student learning related to iPad use, and how iPads are used in one school that has integrated them into Grades 9 and 10. It was interesting that iPad use included much of what is currently being done with laptops and desktops. Computers weren’t needed for teaching, projects, or homework, but a few students brought in their own laptops to use. Presenters covered the myth of the vanishing backpack saying that even though some think that these devices will mean the end of students carrying heavy books, this is not the case at this time. Although novels are available, as are some other books used in coursework, for the most part, etexts or coursework online is not available. The question of whether to go with iPads or Android systems was discussed with the answer favoring iPads because of the numbers already sold, future sales projections, the number of Apps, and the availability of education apps, including 1000+ free education Apps.