Paper Vs. Electronic Texts

Do students learn better when reading from and studying from traditional books or digital books? An article in ISM (Independent School Management), “Paper Versus Electronic: Debating Comprehension,” cites research relating to the topic. Digital resources were found to be more mobile, easier to carry, and greener than paper. Two studies, one in the Journal for Advancement of Marketing Education (2012) and another to be published in College & Research Libraries in 9/2014 found that although college students “relied heavily on their mobile devices”, they reported that study tools such as highlighting, bookmarking, and even searching worked better when they use traditional text. Although, a study by Ferris Jabr, in the Scientific American, found that “modern screens and e-readers drain more of our mental resources ... and make it harder to remember”, this study did not, according to John Jones of DML Central, include various types of electronic readers and “did not support his [Jabr’s] claims about the nature of paper versus screen reading for comprehension.”

The argument continues with some preferring paper and others, digital. It seems that only time will tell, because we must remember that the college students in these studies grew up using paper texts. Only recently have we seen digital textbooks starting to replace paper.

What to Do About Textbooks?

Wouldn’t it be wonderful if we could just order iPads or some other device with all the interactive texts and curricular materials we wanted for our students? Wouldn’t it be wonderful if this was possible for schools and that they could afford whatever it cost? Even if the funding is there, most of the time schools can’t just call up a publisher’s rep, find out what’s available and order. Let’s say you want to change your elementary reading program, but most of what you’ll find online is meant to enhance your program, give additional practice to students who need it, and/or enrich the program for advanced students. The problem is: Where’s the core program? Do you have to use your old texts or have the teachers create their own online courses?

Although, some teachers are adept at creating outstanding courses using free online resources, many need the school system to supply a text, an online program, and/or materials for teaching. Because of funding difficulties, some schools have decided that the best path to follow is to continue to use old textbooks, even it they have to be rebound. This approach saves money while allowing teachers to branch out from the texts to online learning and apps that are free or very low cost. It also gives those extending the life of old texts more time to make decisions about directions for the future.

Ignite! Teaching...

If you haven’t seen the video of Will Richardson giving his five-minute presentation on igniting change, you’ve missed a thought-provoking experience. Richardson races through twenty slides that suggest we educators be subversive, stand up and scream, cheer for the uncommon core, flip the power structure, give open network tests, don’t teach the curriculum or insist that students do their own work, . . .  It’s a powerful ISTE presentation, but it’s much more. Give it five minutes of your time, and you’ll remember it.

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.

Apple's iBook Author & Textbooks

To be sure, you’ve heard about Apple’s education announcement. Do you think it will help end the confusion that schools face over how to or whether or not to, go digital with their texts? Will we be ready for all students to have digital texts in five years as Education Secretary Arne Duncan and President Obama have challenged? Some teachers are already creating their own texts, and with the iBook Author and other authoring systems more teachers will be working on creating the text they believe will work best for their students. Some teachers won’t have the time or interest in doing this, some schools won’t have the funding for digital devices to make use of digitized texts, and some schools won’t have the broadband power to make the transition at this time. A problem that worries school administrators is how to make sure teacher-compiled texts fit the curriculum they want offered in their schools, while parent perception may be that schools can just order etexts and therefore, lighten backpacks. But while novels and some commercial eTexts are available for high school, there are few complete titles for Middle and Elementary Schools. Schools can patch together some of the excellent programs sold by software companies to create coursework, but for the most part, they can’t find in eFormat, the reading, math, science or language arts books they are using now.  The bigger question is, “Do we simply want our current texts in eFormat?” I don’t think so, since it certainly wouldn’t take advantage of the wonderful resources on the Internet, animations, video clips, and interactive media. I, for one, will be experimenting with the iBook Author. I downloaded it a couple of days ago and am anxious to get my book going.

Will Apple's "Textbooks" Be the Answer?

Everyone knows there’s confusion when it comes to eTexts. So perhaps Apple’s new (January 2012) offerings, which have been both applauded and criticized, will help to move us forward to answers related to the current eText dilemma. Most of the criticism centers around the fact that students will need iPads to use the books and teachers will need them to author their own. The bottom line, however, is that Apple has stepped ahead with its iBook Author desktop app, the expansion of iTunes University and an updated iBooks app. Brad Wheeler, vice president of information technology at Indiana University says, “Apple is credibly seeking to apply its platform and transform the textbook business starting with K-12....” According to Apple, the offering includes the ability to use and/or create beautiful full-screen books containing media and interactives, video, fast navigation, highlighting and note-taking, search, definitions, lesson reviews and study cards.  Sounds good to me.

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.

Give Us Your Input about the Future of Texts

There are a number of online programs that are designed to meet the needs of school courses, especially in the areas of reading, mathematics, writing, and Scholastic Aptitude Test preparation. Are you integrating any online programs into your courses, and if so, how? Those looking to replace traditional texts with digital texts for courses are often finding that they have to compile their own etexts using a variety of online resources. While there seem to be college and some high school etexts and novels available in digital format, etexts for middle and elementary levels are difficult to find. If you’ve discovered a source of etexts for K-12, we’d love to have your input for Power to Learn. As for the future, do you think that instead of depending upon one textbook or ebook for courses, teachers will create their own from a variety of free and for-pay resources online, will today’s texts be used in digital format just as they are today in traditional format, or will schools use complete online systems (for example, K-8 Social Studies) provided by publishers? Add your ideas by clicking on the Comments Link below this blog entry.

Special Education Offers at PCI

PCI Education, which specializes in resources targeted for special education and struggling learners, is offering up to $125 off on orders placed by November 15, 2011. Discounts will be dependent upon the size of the order. Virtual catalogs available for browsing online include: Secondary Catalog (for Middle School, High School and Adult Learners), Elementary Catalog, Intervention and Alternative Solutions Catalog, ESL/ELL Catalog, and Intellectual and Developmental Disabilities Catalog. A free funding guide is also available on the site.