Suppose you’re taking high school algebra. Instead of just reading a chapter on solving equations, you can look at the text online, watch a super-engaging video that shows you how it’s done, and play a game that reinforces the concepts.
- BILL & MELINDA GATES 2019 ANNUAL LETTER |
Anatomy of an E-Textbook
Digital textbooks can take many forms and have many names. Railean (2016) identifies three categories of monographic digital textbooks:
For the purposes of this K-12 section, we will focus on e-textbooks. Railean (2016) defines e-textbooks to be an “innovative textbook publication consisting of text, images, animation and multimedia, readable on computers, dedicated e-readers or other digital devices like tablets or smartphones” (17). |
Image Credit: Good eReader
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While digital versions of existing textbooks are considered e-textbooks, these are just merely static PDF documents. In fig. 1, Bokhove (2017) identifies affordances gained through “web-enabled” tools, such as widgets, that allow for interactivity between the teacher, student, and e-textbook (108).
In a study exploring the concept of e-textbooks in a K-12 classroom setting, Chen et. al (2013) identifies five key features useful for evaluating the effectiveness of an e-textbook:
Structure & Layout
Students prefer similar layouts to printed texts, zooming in features, navigation
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Interactive Media
Mixed media, audio, video, animations, graphics
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Note-taking Tools
Similar to printed textbooks, students want the ability to take notes, bookmark, highlight, and annotate
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Assignment Tools
Communicate homework, complete tests, and hand in assignments
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Management Tools
Distribute assignments, create an offline glossary, sync notes, and search within the e-textbook
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Case Studies
Here are some excerpts from two schools who have integrated digital textbooks into their classrooms.
Grades 6-9 at Sierra Middle School and Tully C. Knoles Elementary, California
Image Credit: OACS
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"Eighth-grade science teacher Eric Stephen uses the techbooks to let pupils build their own atom. Rather than simply looking at a textbook and taking notes, kids can drag and drop electrons and protons into building a nucleus of an atom of different elements."
"They're going to do it again and again and again and by the time they're done with it, they're going to feel like pros," Stephen said. "What I really like is trying to get them familiar with it, not just 'oh I've seen the content, I've 'built' atoms before,' and it makes the next step in the curriculum going to be much easier." Excerpts from: Ontario Alliance of Christian Schools |
Grades 7-8 at Milton Christian School, Ontario
Image Credit: Recordnet
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Students from MCS beta-tested a new digital textbook from Nelson called Edwin.
“Edwin is a ‘learning ecosystem,’ a digital application [that] incorporates additional learning tools such as curated articles and videos available at students’ fingertips. Students can utilize functions such as Text-to-Speech and highlight words to easily search a definition.” In the classroom, students can be seen carrying their laptops as they move around during a group work period. Some choose to use a workbook and glance up at their open screens occasionally. Grade 7 student Keira prefers reading from a hard-copy textbook but acknowledges computers are more widely used. Grade 8 student Mark enjoys having access to the computer. But, as he uses Edwin he is also aware of his part in sharing some areas for improvement. For example, when the teacher calls out a page number in the textbook the digital textbook does not show page numbers, so he must look on a classmate’s book. “It’s a special thing because not many schools get the opportunity to try it out yet,” says Mark. Excerpts from: Recordnet |
Classoos - Digital Textbook Experience at LEH UK |
Digital textbooks previewed at Pearson Education (MATH) |
CUBE Analysis
Market Focus
The use of digital textbooks in K-12 education has not been studied as extensively as its higher education counterpart. However, with the increasing use of instructional software and learning technologies in the classroom (see: Bill & Melinda Gates 2019 Annual Letter, Chapter 8, for further insight on the latest developments), digital textbooks have been a part of the conversation for the last decade. In addition to big name textbook publishers such as Nelson, McGraw Hill Ryerson, Harper Collins, Oxford University Press, Pearson Education, educators are also utilizing self-created e-texts to provide students with interactive, up-to-date information.
Types of Offerings
Digital textbooks is an emerging market that offers many types of ventures. Such ventures include subscription-type services, e-reader and bookshelf platforms, or designing the e-textbook themselves. Here are some examples in K-12 education.
Services
myNelson features: "Wide variety of student and teacher’s resources including: Interactive eBooks, PDFs, Online Student Centres, Online Teaching Centres, lesson plans, teaching notes, Interactive Whiteboard activities, PowerPoint presentations, and more"
"We want to make it easy for every student to be able to afford their education. For us, that starts with textbooks, because hey—that's what we do. That's why with Cengage Unlimited, we've put all your Cengage access codes, online textbooks, study tools and more into one subscription."
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Content
"We have adapted the traditional textbook to digitally consumable text with video examples, 3D models and practice tests to make the content more interactive and engaging. The best part is that all our textbooks are curriculum aligned and are designed to enhance deeper learning."
Explore their about page: https://www.kognity.com/why-kognity/ |
Infrastructure
"iBooks textbooks on iPad offer a gorgeous, full-screen experience full of interactive diagrams, photos and videos. … They can flip through a book by simply sliding a finger along the bottom of the screen. Highlighting text, taking notes, searching for content and finding definitions in the glossary are just as easy."
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The BuyerIn K-12 classrooms, digital textbooks or subscription to digital textbook services would typically fall under ‘learning bought for learner’ or ‘learning bought centrally.’ In cases where learning is bought for the learner, schools can choose to move towards using digital textbooks in lieu of, or in addition to, existing printed sources (e.g., case studies mentioned above). Furthermore, learning bought centrally can be seen when school districts purchase digital textbooks for their schools (e.g., Toronto District School Board’s subscription to myNelson).
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Global TargetImage Credit: Good eReader
Sun et. al (2015) suggests that the market for digital textbooks is worldwide as many countries, “including the USA, Korea, Singapore and China,” encourage their schools to integrate digital textbooks within curriculum “to improve academic performance in the digital learning era” (961). For example, the Ministry of Education in South Korea announced an investment of $2.1 billion in 2015 for digital textbooks. Lee (2018) of Korean Bizwire announces that in 2018, grades 3-4 students were given tablets for digital textbooks and by 2020, grades 5, 6, 8, and 9 students will also be using them.
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Market StatusDespite all the hype around digital textbooks and their potential, it would be premature to assume that digital textbooks will replace printed textbooks in the near future. Furthermore, not every school or school district may have the technology, funds, or infrastructure to support a radical shift towards replacing printed textbooks. While there is a shift towards digital resources, many teachers still prefer print resources. Rollans and de la Chenelière (2010) suggests “K to 12 markets may experience a shift towards combined digital/print resources, parallel digital and print resources, and digital resources that can be printed by the user, rather than a shift towards purely digital resources” (74).
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Competition
Digital textbook technology works with a well-developed learning system.
“All of this is a complement to what teachers do, not a replacement. Your teacher gets a rich report showing what you read and watched, which problems you got right and wrong, and the areas where you need more help. When you come to class the next day, she is equipped with a ton of specific information and suggestions to help her make the most of her time with you.” - Bill & Melinda Gates
"They don't replace the art of teaching, it's just a tool to help them, and so it still takes that person to make it interesting." (source)
“All of this is a complement to what teachers do, not a replacement. Your teacher gets a rich report showing what you read and watched, which problems you got right and wrong, and the areas where you need more help. When you come to class the next day, she is equipped with a ton of specific information and suggestions to help her make the most of her time with you.” - Bill & Melinda Gates
"They don't replace the art of teaching, it's just a tool to help them, and so it still takes that person to make it interesting." (source)
Page created by: Jennifer Li
References
- Bokhove, C. (2017). Using technology for digital mathematics textbooks: More than the sum of the parts. The International Journal for Technology in Mathematics Education, 24(3), 107-114. doi:10.1564/tme_v24.3.01
- Filipas, N. (2015). Digital textbooks open another path to learning. Retrieved from http://www.recordnet.com/article/20151211/news/151219928
- G Chen, C Gong, J Yang, X Yang, R Huang, The concept of eTextbooks in K-12 classes from the perspective of its stakeholders, in Human-computer interaction and knowledge discovery in complex, unstructured, big data (pp. 319–325), ed. by A Holzinger, G Pasi (HCI-DKK, Springer Berlin Heidelberg, 2013).
- Manley, L., & Holley, R. P. (2012). History of the ebook: The changing face of books. Technical Services Quarterly, 29(4), 292-311. doi:10.1080/07317131.2012.705731
- Neutel, J. (2017). Students and teachers pilot digital textbooks. Retrieved from http://www.oacs.org/2017/students-and-teachers-pilot-digital-textbooks/
- Railean, E. (2016;2017;). User interface design of digital textbooks : How screens affect learning. Singapore: Springer. doi:10.1007/978-981-10-2456-6
- Rollans, G., & de la Cheneliere, M. (2010). Study of the Canadian K to 12 Educational Book Publishing Sector. Retrieved from http://publications.gc.ca/collections/collection_2010/pc-ch/CH44-139-2010-eng.pdf
- Sun, Z., & Jiang, Y. (2015). How the young generation uses digital textbooks via mobile learning terminals: Measurement of elementary school students in china. British Journal of Educational Technology, 46(5), 961-964. doi:10.1111/bjet.12299
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