This document summarizes research on the use of digital textbooks. It provides an overview of several studies that have examined factors related to digital textbooks, such as usage of features like highlighting and search, preferences for digital vs print textbooks, and the impact of digital textbooks on reading processes and comprehension. The document also outlines remaining questions around how reading with digital textbooks may differ for more and less skilled readers and which digital textbook features most effectively promote comprehension.
Digital books and the changing nature of text and readingbdobler2
This document summarizes research on the use of digital textbooks. It finds that while many students still prefer print textbooks, attitudes can change based on the reading experience. Features like highlighting, note-taking and searching are popular in digital texts. Research also shows that digital textbooks can improve reading comprehension, especially when combined with print texts. However, features are not always used effectively by teachers. Overall, more research is still needed to understand how digital and print texts impact different types of readers and learning.
This document summarizes Amy Weidner's experience implementing iPad courses at Benedictine University from 2010-2011. It discusses two initial biology pilot courses that used iPads loaded with course materials and apps in place of textbooks. Student surveys found the iPad enhanced their experience but most still preferred print textbooks. Further courses in ecology, business, and foreign language also used iPads. The university then obtained 80 iPad2s for additional faculty courses. Weidner took on the role of consultant and liaison to provide support and training for iPad courses on her campus.
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
This document discusses research conducted at the University of Leeds on integrating tablet devices to enhance flexible learning. It provides an overview of the changing higher education landscape and increasing student expectations. Several case studies are described that investigated the impact of providing students with tablet devices. Studies found students spent over 3.5 hours per day using their device for studying and perceived them as useful tools that improved organization and access to resources. Additional studies looked at the benefits of tablets for practical classes and using multimedia eBooks. Overall, the research demonstrated tablets positively influenced student study habits and learning.
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
Schools around the country are starting to blend online learning into their instructional design as a means of personalizing students’ learning experiences. But with the myriad options for structuring the combination of online and face-to-face learning, teachers and administrators are faced with tough decisions on how to best implement technology for their students. In this webinar, our guests will explore the different blended-learning models that schools are using to support math instruction. They’ll discuss national trends emerging around blended-learning math programs, as well as take an up-close look at the challenges and successes one school has experienced with the blended math model.
Online Learning Expectations and Experiences of Tomorrow’s TeachersJulie Evans
The document summarizes key findings from a study on the online learning expectations and experiences of pre-service teachers. The study found that:
1) Tomorrow's teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for their future teaching assignments. They are tapping into self-directed learning through online resources.
2) Pre-service teachers look to mentors during field observations and student teaching, as well as university professors, as models for effectively integrating technology. However, the tools and techniques taught in methods classes, like using Office tools and interactive whiteboards, may not be the highest priorities.
3) School principals' expectations for pre-service teachers' digital experiences, like
Digital books and the changing nature of text and readingbdobler2
This document summarizes research on the use of digital textbooks. It finds that while many students still prefer print textbooks, attitudes can change based on the reading experience. Features like highlighting, note-taking and searching are popular in digital texts. Research also shows that digital textbooks can improve reading comprehension, especially when combined with print texts. However, features are not always used effectively by teachers. Overall, more research is still needed to understand how digital and print texts impact different types of readers and learning.
This document summarizes Amy Weidner's experience implementing iPad courses at Benedictine University from 2010-2011. It discusses two initial biology pilot courses that used iPads loaded with course materials and apps in place of textbooks. Student surveys found the iPad enhanced their experience but most still preferred print textbooks. Further courses in ecology, business, and foreign language also used iPads. The university then obtained 80 iPad2s for additional faculty courses. Weidner took on the role of consultant and liaison to provide support and training for iPad courses on her campus.
Speak Up Congressional Briefing 09/08/17Julie Evans
This document summarizes a presentation about the findings from the 2016 Speak Up research project on digital learning. It introduces the panel of students and administrators, provides an overview of the Speak Up project methodology and topics covered, and shares key findings about how students use technology in and out of school daily. The presentation discusses challenges schools face with technology integration and visions for the ultimate learning environment. It closes by highlighting available Speak Up resources and encouraging participation in the 2017 surveys.
This document discusses research conducted at the University of Leeds on integrating tablet devices to enhance flexible learning. It provides an overview of the changing higher education landscape and increasing student expectations. Several case studies are described that investigated the impact of providing students with tablet devices. Studies found students spent over 3.5 hours per day using their device for studying and perceived them as useful tools that improved organization and access to resources. Additional studies looked at the benefits of tablets for practical classes and using multimedia eBooks. Overall, the research demonstrated tablets positively influenced student study habits and learning.
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
Schools around the country are starting to blend online learning into their instructional design as a means of personalizing students’ learning experiences. But with the myriad options for structuring the combination of online and face-to-face learning, teachers and administrators are faced with tough decisions on how to best implement technology for their students. In this webinar, our guests will explore the different blended-learning models that schools are using to support math instruction. They’ll discuss national trends emerging around blended-learning math programs, as well as take an up-close look at the challenges and successes one school has experienced with the blended math model.
Online Learning Expectations and Experiences of Tomorrow’s TeachersJulie Evans
The document summarizes key findings from a study on the online learning expectations and experiences of pre-service teachers. The study found that:
1) Tomorrow's teachers are using a wide range of emerging technologies in their personal and educational lives to prepare for their future teaching assignments. They are tapping into self-directed learning through online resources.
2) Pre-service teachers look to mentors during field observations and student teaching, as well as university professors, as models for effectively integrating technology. However, the tools and techniques taught in methods classes, like using Office tools and interactive whiteboards, may not be the highest priorities.
3) School principals' expectations for pre-service teachers' digital experiences, like
Parent FAQs - iPads at St Catherine's 2015Maria Mead
This document provides answers to common parent questions about a 1-to-1 iPad program being implemented at St Catherine's school. It explains that the program aims to provide every student and teacher with individual access to an iPad to enhance learning. Questions addressed include how iPads will be used for schoolwork, ensuring internet safety and privacy, maintaining appropriate use of devices, and continuing parent communication about the program.
What Teachers Think About Web 2.0 Technologies in Education?Steve Yuen
This study examined teachers' use, awareness, and perceptions of Web 2.0 technologies for education. A survey of teachers found that they have positive perceptions of Web 2.0's benefits and are interested in learning tools like blogs, social media, videos and wikis. However, results varied by years of teaching experience, with more experienced teachers having less experience using Web 2.0. While teachers felt Web 2.0 important, they reported using tools like social networking and videos more than tools from a prior study. Overall teachers saw potential benefits but experienced barriers to Web 2.0 use.
The survey found that most educators use internet-dependent technologies like online videos, images, and interactive games in their classroom instruction. Over half of teachers report using digital media frequently but many cite costs and time constraints as barriers. Interactive whiteboards are the most valuable digital resource for many teachers, though their availability varies between schools and classrooms. Videos are considered most effective when integrated with other instructional materials.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
This document discusses embedding library resources in an information literacy module to improve student learning. It presents examples of journal prompts used throughout the 12-week module to scaffold student use of tutorials on topics like evaluating sources, referencing, and plagiarism. Student responses show they initially struggled but improved in areas like database searching and avoiding plagiarism. By the end of the module, all students' essay marks had significantly increased, suggesting the embedded library materials helped consolidate their learning when reinforced through reflective journaling.
This session was for faculty of the College of Education to discuss how to "Add Depth to Discussion" in an online environment, ie. Blackboard, wikis, blogs, Google Docs. All Links are live and active as of Sept. 15, 2011.
Please note: The formatting of the reference page didn't convert well.
Speak Up selected findings about K-12 students’ values and aspirations for d...Julie Evans
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
- Parents are concerned about class sizes, testing emphasis, and their children learning 21st century skills to compete globally.
- Mobile learning, online learning, and digital content are emerging trends according to the student vision for the future of learning.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Tomorrow's Students, Today's K-12 Digital LearnersJulie Evans
The document summarizes key findings from the 2007 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 1 million K-12 students, teachers, parents, and administrators regarding technology use in education. Key findings included that students consider themselves more advanced technology users than teachers perceive, and that the top priority cited by education leaders is improving test scores. The document also notes that the future of education lies with the emerging "free agent learner" who is self-directed and untethered to traditional learning models.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
School Leaders "Speak Up" about Student Achievement, Emerging Technologies an...Julie Evans
This document summarizes a presentation about the annual Speak Up survey, which collects data from K-12 students, teachers, parents, and administrators about technology use in education. Key findings from the 2007 survey showed a "digital disconnect" between how students live and learn. Most challenging for administrators is funding for new technologies and professional development. Students want laptops and mobile access, while administrators see engagement, remediation, and scheduling as drivers for online learning. The presentation promotes participation in the 2008 Speak Up survey.
The presentation discusses computer-mediated problem-based learning. It describes methods used in previous studies on this topic, key findings from those studies, and discussions of the findings. The conclusion discusses implications and limitations of computer-mediated problem-based learning approaches. The presentation includes 10 references on the topic.
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
Web 2.0 in Education: Teachers Perceptions and PerspectivesSteve Yuen
This document summarizes a study examining teachers' perceptions and use of Web 2.0 tools. The study found that teachers had positive perceptions of the educational benefits of Web 2.0 and were interested in learning these tools. A survey of teachers found that most used social networking and videos, and had positive experiences with these tools. However, teachers with more teaching experience had less experience using Web 2.0 tools. Overall, teachers felt it was important to learn new interactive tools to enhance teaching.
The Transition Years: Evaluating Info Lit Skills from High School to College-...Imagine Easy Solutions
This document summarizes research on the transition of information literacy skills from high school to college. It finds that high school students are often not given enough time for in-depth research and are told what to learn rather than conducting self-directed research. As a result, many students struggle with tasks like developing search strategies, evaluating sources, and citing sources properly when they enter college. The document outlines strategies that high schools and colleges can use to better collaborate on information literacy instruction and help smooth students' transition to college-level research expectations.
This document summarizes a study on the role of open access resources in research and development in technical and vocational education and training (TVET) in Nigeria. 460 TVET experts completed a questionnaire about their familiarity with and attitudes toward open access journals, institutional repositories, and scholarly works posted online. The majority were familiar with open access resources and agreed they are of good quality and beneficial for research. However, some challenges in accessing resources were reported. The study found that open access resources can enhance research quality and accessibility if awareness of such resources is increased among TVET experts in Nigeria.
Emerging Technologies in the classroom: BloggingGlau B.A.S.K.
This document discusses using blogging in the classroom. It begins by outlining benefits of classroom blogging such as extending discussion beyond the classroom, facilitating interactions, and encouraging high-quality student work. It then lists ISTE technology standards and potential blogging activities. Examples of blogs used in classrooms include one for reflecting on readings and one for group projects. Blogging can also be used for professional development conversations among teachers. Overall, the document promotes using blogging in educational settings.
The document summarizes the Masters in Educational Technology program at Boise State University. It provides details on course offerings, certificates, faculty, partnerships, student demographics, and research areas. It emphasizes that the fully online program has served over 1,100 unique students, focuses on leveraging technology for both teaching and learning, and promotes skills like collaboration and authentic assessment for the 21st century.
Informational text and the inquiry process2bdobler2
This document discusses informational text and the inquiry process. It begins by noting the increased use of mobile devices and importance of teaching literacy skills outlined in the Common Core standards, such as conducting research projects and evaluating online sources. It then examines what makes up quality digital informational texts, highlighting elements like multimedia features and the need to evaluate reliability. Finally, it explores effective ways to teach inquiry skills, such as using a QUEST model of questioning, understanding, evaluating and synthesizing information from online searches.
Parent FAQs - iPads at St Catherine's 2015Maria Mead
This document provides answers to common parent questions about a 1-to-1 iPad program being implemented at St Catherine's school. It explains that the program aims to provide every student and teacher with individual access to an iPad to enhance learning. Questions addressed include how iPads will be used for schoolwork, ensuring internet safety and privacy, maintaining appropriate use of devices, and continuing parent communication about the program.
What Teachers Think About Web 2.0 Technologies in Education?Steve Yuen
This study examined teachers' use, awareness, and perceptions of Web 2.0 technologies for education. A survey of teachers found that they have positive perceptions of Web 2.0's benefits and are interested in learning tools like blogs, social media, videos and wikis. However, results varied by years of teaching experience, with more experienced teachers having less experience using Web 2.0. While teachers felt Web 2.0 important, they reported using tools like social networking and videos more than tools from a prior study. Overall teachers saw potential benefits but experienced barriers to Web 2.0 use.
The survey found that most educators use internet-dependent technologies like online videos, images, and interactive games in their classroom instruction. Over half of teachers report using digital media frequently but many cite costs and time constraints as barriers. Interactive whiteboards are the most valuable digital resource for many teachers, though their availability varies between schools and classrooms. Videos are considered most effective when integrated with other instructional materials.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
This document discusses embedding library resources in an information literacy module to improve student learning. It presents examples of journal prompts used throughout the 12-week module to scaffold student use of tutorials on topics like evaluating sources, referencing, and plagiarism. Student responses show they initially struggled but improved in areas like database searching and avoiding plagiarism. By the end of the module, all students' essay marks had significantly increased, suggesting the embedded library materials helped consolidate their learning when reinforced through reflective journaling.
This session was for faculty of the College of Education to discuss how to "Add Depth to Discussion" in an online environment, ie. Blackboard, wikis, blogs, Google Docs. All Links are live and active as of Sept. 15, 2011.
Please note: The formatting of the reference page didn't convert well.
Speak Up selected findings about K-12 students’ values and aspirations for d...Julie Evans
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
- Parents are concerned about class sizes, testing emphasis, and their children learning 21st century skills to compete globally.
- Mobile learning, online learning, and digital content are emerging trends according to the student vision for the future of learning.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Tomorrow's Students, Today's K-12 Digital LearnersJulie Evans
The document summarizes key findings from the 2007 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 1 million K-12 students, teachers, parents, and administrators regarding technology use in education. Key findings included that students consider themselves more advanced technology users than teachers perceive, and that the top priority cited by education leaders is improving test scores. The document also notes that the future of education lies with the emerging "free agent learner" who is self-directed and untethered to traditional learning models.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
School Leaders "Speak Up" about Student Achievement, Emerging Technologies an...Julie Evans
This document summarizes a presentation about the annual Speak Up survey, which collects data from K-12 students, teachers, parents, and administrators about technology use in education. Key findings from the 2007 survey showed a "digital disconnect" between how students live and learn. Most challenging for administrators is funding for new technologies and professional development. Students want laptops and mobile access, while administrators see engagement, remediation, and scheduling as drivers for online learning. The presentation promotes participation in the 2008 Speak Up survey.
The presentation discusses computer-mediated problem-based learning. It describes methods used in previous studies on this topic, key findings from those studies, and discussions of the findings. The conclusion discusses implications and limitations of computer-mediated problem-based learning approaches. The presentation includes 10 references on the topic.
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
Web 2.0 in Education: Teachers Perceptions and PerspectivesSteve Yuen
This document summarizes a study examining teachers' perceptions and use of Web 2.0 tools. The study found that teachers had positive perceptions of the educational benefits of Web 2.0 and were interested in learning these tools. A survey of teachers found that most used social networking and videos, and had positive experiences with these tools. However, teachers with more teaching experience had less experience using Web 2.0 tools. Overall, teachers felt it was important to learn new interactive tools to enhance teaching.
The Transition Years: Evaluating Info Lit Skills from High School to College-...Imagine Easy Solutions
This document summarizes research on the transition of information literacy skills from high school to college. It finds that high school students are often not given enough time for in-depth research and are told what to learn rather than conducting self-directed research. As a result, many students struggle with tasks like developing search strategies, evaluating sources, and citing sources properly when they enter college. The document outlines strategies that high schools and colleges can use to better collaborate on information literacy instruction and help smooth students' transition to college-level research expectations.
This document summarizes a study on the role of open access resources in research and development in technical and vocational education and training (TVET) in Nigeria. 460 TVET experts completed a questionnaire about their familiarity with and attitudes toward open access journals, institutional repositories, and scholarly works posted online. The majority were familiar with open access resources and agreed they are of good quality and beneficial for research. However, some challenges in accessing resources were reported. The study found that open access resources can enhance research quality and accessibility if awareness of such resources is increased among TVET experts in Nigeria.
Emerging Technologies in the classroom: BloggingGlau B.A.S.K.
This document discusses using blogging in the classroom. It begins by outlining benefits of classroom blogging such as extending discussion beyond the classroom, facilitating interactions, and encouraging high-quality student work. It then lists ISTE technology standards and potential blogging activities. Examples of blogs used in classrooms include one for reflecting on readings and one for group projects. Blogging can also be used for professional development conversations among teachers. Overall, the document promotes using blogging in educational settings.
The document summarizes the Masters in Educational Technology program at Boise State University. It provides details on course offerings, certificates, faculty, partnerships, student demographics, and research areas. It emphasizes that the fully online program has served over 1,100 unique students, focuses on leveraging technology for both teaching and learning, and promotes skills like collaboration and authentic assessment for the 21st century.
Informational text and the inquiry process2bdobler2
This document discusses informational text and the inquiry process. It begins by noting the increased use of mobile devices and importance of teaching literacy skills outlined in the Common Core standards, such as conducting research projects and evaluating online sources. It then examines what makes up quality digital informational texts, highlighting elements like multimedia features and the need to evaluate reliability. Finally, it explores effective ways to teach inquiry skills, such as using a QUEST model of questioning, understanding, evaluating and synthesizing information from online searches.
The daily morning announcements for an elementary school class include: the Pledge of Allegiance, the weather forecast of sunny and windy for today and tomorrow, the lunch menu for the week, and upcoming school events such as a field trip and career day. A student is recognized for helping his book buddy in a fun learning experience. Sadly, the president of Poland and 95 others died in a plane crash.
La empresa Dad es líder en el alquiler de inflables, rocolas, mesas, sillas y equipamiento para eventos sociales en la región. Está conformada por tres socios: Denise Marlene Vieyra Ordoñes, Christian Daniel Martínez Manriquez y Luis Alfredo Vázquez Camacho. Ofrecen servicios de alquiler de artículos para fiestas.
Pedoman ini merupakan penyempurnaan dari pedoman GCG sebelumnya pada tahun 2001 untuk mendorong penerapan tata kelola perusahaan yang baik di Indonesia. Pedoman ini memberikan panduan bagi perusahaan dalam menerapkan prinsip-prinsip transparansi, akuntabilitas, tanggung jawab, independensi, dan kewajaran untuk mencapai kesinambungan usaha jangka panjang.
This document discusses how e-books and digital reading are changing literacy and the reading experience. Some key points:
- E-book reading is growing, especially among children who read e-books at home and on mobile devices. However, many children still prefer printed books.
- Digital reading allows for customization of font, highlighting, note-taking and built-in dictionaries. It also provides interactive features and access to the internet.
- The Common Core State Standards recognize the need for students to be prepared for digital literacy and embedding technology standards. This includes developing skills in multiple text formats.
- While e-books increase access and convenience, issues of quality, user experience, and developmentally appropriate content need attention
The document discusses different models for Canadians' financial plans, including the typical RSP model and two new models called "The Hybrid" and "The Accelerated". "The Hybrid" incorporates investment leverage outside an RSP combined with lower-risk bond funds inside the RSP. "The Accelerated" similarly uses leverage outside the RSP but with a higher-risk stock fund, making it a riskier strategy than "The Hybrid". Both new models aim to increase returns over a traditional RSP-only approach while managing overall portfolio risk.
The document proposes an execution platform for event-driven mashups that:
1) Allows for the creation and deployment of event-driven mashups that combine various web services and resources.
2) Uses a sessionless orchestration model and asynchronous web service calls to provide automatic scalability and fault tolerance.
3) Was tested and shown to reduce latency when replicated across multiple nodes, demonstrating its ability to horizontally scale under load.
I-TECHSWISS is a technology company founded in 2008 that provides product development, consulting, and manufacturing services across various industries including semiconductors, telecommunications, and consumer electronics. It has business units for safety devices for motorcycles and lifejackets. The company aims to help clients adapt to changing markets through innovative solutions and training. It has offices in Switzerland, Italy, and China and works with a global network of partners.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the design of a scalable platform for orchestrating telco/IT mashups. It proposes using a sessionless, asynchronous, parallel orchestration approach with lightweight orchestrators to achieve low latency and high throughput. The architecture includes service components that wrap external resources and an orchestrator that manages mashup execution through asynchronous invocations. Performance tests showed that an unbounded thread pool outperformed a bounded pool in throughput.
This document is a newsletter providing updates on the Philadelphia life sciences industry. It includes several short articles on topics relevant to the industry such as regulatory approval pathways, leasing space for operations, and tax benefits of 529 education savings plans. The newsletter is authored by Regina Maxwell and Greg Sarian and aims to provide insight on industry trends, metrics on local companies, and news on acquisitions and IPOs in the Philadelphia area life sciences sector.
This document summarizes research on e-textbooks and students' perceptions of reading digital texts. It finds that student performance does not differ between print and e-textbooks, and that e-textbook features like annotation and linking can enhance learning. However, some students still prefer print for comfort and to avoid distraction. The study discussed found that after using an e-textbook, more students preferred it due to benefits like searchability, note sharing, and linked definitions. Still, many students cited issues like eyestrain and a lack of physical interaction with the text. The document stresses the importance of teaching students strategies for focused reading in digital formats.
Andes Victory - welcome to a different perspectiveandesvictory
Andes Victory is a consulting firm that offers business analysis, marketing, and investment management services to enterprise, tourism, and community development customers. The firm prides itself on excellence, understanding clients' needs, strong work ethic, and high-quality work. It is committed to customer service and maintaining open, trusting relationships with clients.
My slides from my breakout session at Echo Conference 2011 titled "I Am Not a Trend." I spoke about my journey as an artist/designer and how I've come to find my identity apart from the internet and other people around me.
The document discusses research on the use of e-textbooks versus printed textbooks. It provides an overview of the history of e-textbooks and their increasing use. Several studies have found that student performance and comprehension do not differ significantly between e-textbooks and printed textbooks. However, some research indicates that people understand and remember better when reading printed texts rather than screens. Both e-textbooks and printed textbooks have advantages and disadvantages for student learning. The document explores these challenges and affordances in more detail.
Electronic textbooks are not new; but, they have not been widely used in the public education system. Even though many have predicted the popularity of electronic textbooks, the uptake has been less than anticipated. This article reviews research literature to uncover the use and the acceptance of electronic textbooks with foreign experience. It discusses research studies which have shown an effect on students’ learning and concludes with a discussion based on the studies and using foreign experience. by Murodov Nodirbek Oybek ogli and Shuxratjon Durmenov Nurmamatovich 2020. Foreign experience in the use of electronic textbooks. International Journal on Integrated Education. 3, 7 (Jul. 2020), 7-8. DOI:https://doi.org/10.31149/ijie.v3i7.456. https://journals.researchparks.org/index.php/IJIE/article/view/456/435 https://journals.researchparks.org/index.php/IJIE/article/view/456
Putting the e_in_r_eading_e_readers_and_litWheeler School
The document summarizes a proposed case study that will examine how the use of e-readers can support struggling middle school readers. The study aims to describe benefits of e-books and e-readers for enhancing student responses to texts and providing instruction. A group of struggling readers identified by a teacher will use e-readers to read a novel, while other students will use print copies. Data on student comprehension, engagement, and experience with e-readers will be collected through observations, interviews, surveys and analyzing students' digital notes and responses. The results could inform expanding e-reader initiatives and support for struggling readers in other classrooms.
Reading habit and changing role of libraries - cla seminarSudesh Sood
This document discusses how reading habits have changed from traditional paper-based reading to online reading due to increased computer and internet usage. It presents the results of a study on the reading habits of 124 BCA college students in India. The study found that students now read online information like emails and news more frequently than offline materials like newspapers and books. It also found that gender, age, education level were related to differences in topics read online. The document concludes that while technology has increased online reading, it has also negatively impacted traditional reading skills. Libraries must adapt to this new electronic environment by developing digital services and resources to support online reading.
The document summarizes a 2011 leadership conference presentation on emerging technologies and their role in learning. It discusses trends like increased access to resources online, expectations for collaborative and mobile work, and cloud-based technologies. Data is presented on technology ownership and use of tools in courses. Examples of mobile learning initiatives are provided, such as apps for medical education. The presentation concludes by emphasizing the need to evaluate new technologies based on their ability to support learning goals and by surveying students and faculty about technology needs and preferences.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student reflections and assessments of online reading comprehension.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student thinking and assessing online reading skills.
Digital textbooks offer benefits over traditional printed textbooks such as being more engaging for students through the use of multimedia, being more easily updatable, and reducing costs. However, some challenges remain such as the need for sufficient technology infrastructure in schools and students' homes, as well as teachers needing training to effectively utilize the digital format. While digital textbooks are becoming more prevalent, the transition comes with adjustments as schools, teachers, and students adopt new methods of teaching and learning.
Stephen Abram presented on the future of libraries and information in a changing digital landscape. Key points include:
- Users will continue to be diverse with increasing expectations for timely access across digital and print.
- Content will be dominated by non-text formats like video, audio, and 3D.
- Search options will expand while devices focus on social features and multimedia.
- Librarians will need to focus on strategic alignment and reduced roles in organizing knowledge.
- Formats, devices, search, and content will continue to fragment requiring flexibility from libraries.
This document discusses research on the effects of digital reading behaviors on cognition. It finds that browsing the internet, hypertexting, and reading e-books can decrease sustained attention and in-depth thinking. Specifically, digital reading encourages skimming over linear reading, distracts from reflection with hyperlinks, and is less conducive to learning than print. However, integrating digital and print media could help develop critical thinking skills. Educators and parents should consider these effects when planning lessons and reading experiences.
This section provides annotations of recent research on digital literacy and technology tools in English language arts contexts. Key findings include:
- Speech recognition software supported struggling first grade readers' engagement and writing accuracy when purposefully integrated into the classroom.
- Tablets offered benefits for middle school students with diverse learning needs but also challenges regarding safety, security, and behavior that require solutions.
- Digital texts fostered affective literacy encounters for readers and supported emergent literacy practices when their material-social aspects were foregrounded.
- "Let's Play" video games allowed analysis of games as cultural texts and served as models for media production and critical conversations in the classroom.
- More successful adolescent readers engaged in higher-level ep
1. The document discusses using social bookmarking software to create an online book club for students on a master's program. By sharing reading notes on the software, students could compare notes and engage in discussions about the readings in a social, visible way.
2. Students were required to use Diigo social bookmarking software to share reading notes that would feed into their end-of-module literature reviews. Their interactions created a "social annotated bibliography" that was assessed.
3. The research suggests social bookmarking helped make students' reading practices more visible and explicit. It also supported their meaning-making about academic texts in a semi-formal environment.
This document discusses the future of libraries and learning in a digital world. It notes that books, media, mobility, collections, and the role of libraries are all changing dramatically due to technological advances. It argues that libraries must adapt to remain relevant by focusing on virtual services, ebooks, blended learning, knowledge portals, and building communities rather than just physical collections. The future of libraries depends on understanding users, measuring impact, and emphasizing strategic partnerships, analytics, and social connections rather than just buildings and resources.
Using Mobile Technology to Differentiate Instruction Karen F
The document discusses using mobile technology to differentiate instruction for students with different backgrounds, abilities, and learning styles. It notes that traditional textbooks often do not engage or meet the needs of diverse students. Mobile devices can help teachers facilitate individualized tutorials, practice activities, mini-lessons and projects. The document provides examples of how teachers can use tools on mobile devices like ebooks, audio, video, and apps to customize instruction for each student. It emphasizes finding existing resources and having students help create materials to make implementation feasible within time constraints.
This is my answer to the peer review stance essay. P.docxsusanschei
This is my answer to the peer review stance essay.
Pedro
RE: Week 8 Discussion
Hello professor and class,
The essay has properly achieved its purpose. It argues out the reason as to why deciding to use either traditional or e-textbooks is a matter of choice. All sides of this debate are properly argued out. For instance, the essay states that there are no variables that determine the type of material (that is, traditional or e-textbooks) that one may use. There are those who just prefer traditional text to on-line text while there are also others who feel that on-line materials are better compared to the traditional material. Another thing that shows this essay has achieved its purpose is the use of examples to support arguments. Both sides of the argument are supported by examples and researches/surveys carried out. This is important because it helps to validate a point the is being argued.
There are a number of things that can be learned from this draft, which can be applied to my paper. The first thing is the e-textbooks provide a new way of interacting with learning materials. This new way of interacting with learning materials promote the manner in which learners are able to master contents. Each and every person has at one time used e-textbook. Technology is here to stay, and it is hard to stay away from it or away from the things that it is offering. Not only the college students find themselves using e-textbooks, but even the adults. Demographic does not dictate the type of material that people use. People choose the materials based on their free will or freedom of choice. Another point that can be incorporated in work is the one supporting physical textbooks where there are some people who go for traditional textbooks due to the tactical quality of a book. Freedom of choice is very important. This is a point that cannot be neglected. Learners should be given the opportunity to interact with the type of material they prefer. Those who feel they can learn well from physical textbooks should be allowed to make use of them while those who prefer e-textbooks should be at will to interact with them.
Adequate support is provided for the claims that are used in the essay. There are points that supported by quotes from various articles, such as “Over half of American college students have used an e-textbook in at least one course.” There is also another instance where the use of e-textbook is supported by a survey that way carried out. This is where it is quoted “More than twenty percent of American adults surveyed had read an e-book in the previous year, and one-third of adults owned at least one e-reading device. Forty-three percent had read electronic content in some long form, such as magazines, journals, and newspapers as well as e-books, and to do so they used an e-book reader, tablet computer, desk computer, or cell phone.” There is more support for various claims that the author of the essay has made.
The author has t.
This document discusses the changing role of libraries in a digital world. It notes that everything connected to our world is changing, including books, media, mobility, collections and libraries themselves. It highlights that people are also changing, with shifts in demographics, education, technology use and more. The document argues that libraries must adapt strategically to stay relevant by focusing on discovery, ideas, learning, and serving all users through both physical and virtual services.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
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Workshop Literacy in a digital age: a challenge for language teachers?
This document summarizes a presentation about how digital technologies are changing reading habits and how e-books can support the Common Core State Standards. It finds that while fewer people are reading overall, more formats are available like e-books, tablets, and phones. E-book readers on average read more books per year than non-e-book readers. The presentation also discusses how e-books allow for customization of text features, note-taking, highlighting, and accessing other resources. E-books have potential to support Common Core standards through interactive features, but quality and appropriateness of digital books must be evaluated.
Main Java[All of the Base Concepts}.docxadhitya5119
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
8.
CCSS recognize the need to prepare
students for their future success by
embedding rigorous standards and calling
for literacy-learning through the use of
technology.
9. 46% of children have read an e-book
Scholastic 2013 Kids & Family
Reading Report
10. 48% of preservice
teachers have read an
ebook for pleasure
43% of preservice
teachers have
read a
digital textbook
16.
12% of users elected to purchase an additional
paper copy
Lower cost of etextbook most important factor
Portability is a key factor
Accessibility without Internet connection
Internet2 Pilot Study, 2012
17.
Available throughout academic career
Features, such as zoom, must be easy to access
Faculty, for the most part, did not use ebook
features (note sharing, additional links, etc.)
Little benefit from collaboration capabilities
because not utilized by faculty
Internet2 Pilot Study, 2012
18.
Update and customize (Miller & Baker-Eveleth, 2010).
Promote new ways of engagement (Dorn, 2007).
Use of annotation features linked to student
performance (Dennis, 2011).
Promote Universal Design principles (see
Scott, McGuire, & Foley, 2003).
19.
Lack of comfort (Carlson, 2005).
Encourage collaboration (Ravid, Kalman, &
Rafaeli, 2008).
Access to computer/Internet
(Shepperd, Grace, Koch, 2008).
No correlation to student performance
(Woody, Daniel, Baker, 2010).
22.
57 undergraduate preservice teacher
candidates
Language Arts methods course
Using a digital textbook
Subgroup of 36 had option to also use print
text with digital copy
91% read on laptop
16 % on iPad
34. It was easier for me to find definitions
and more convenient to look at
suggested resources and podcasts. In a
regular textbook I wouldn’t go out of my
way to do these things.
35. 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.
36. I noticed I was more intrigued about
reading the text. It wasn’t like I was just
sitting with a book in my hand.
37. 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.
38.
Do the reading processes used with digital
textbooks differ for skilled and less-skilled
readers?
Which features of a digital text are most
effective for promoting comprehension?
How can analytics of reader behaviors help us
to create more effective textbooks?
40.
10 Reasons to Use Digital Textbooks at
http://www.edudemic.com/10-reasons-to-use-digitaltextbooks/
Carlson, S. (2005, February 11). Online textbooks fail to
make the grade. Chronicle of Higher Education.
Retrieved from http://chronicle.com/article/OnlineTextbooks-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
Dorn, R. (2007). Online versus hardcopy textbooks.
Science, 315, 1220.
Internet2 eTextbook Spring 2012 Pilot at
http://www.internet2.edu/netplus/econtent/docs/eTextSpring-2012-Pilot-Report.pdf
41.
Larson, L. C. (2012/2013). It’s time to turn the
digital page: Preservice teachers explore e-book
reading. Journal of Adolescent & Adult
Literacy, 56(4), 280-290.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., &
Henry, L. A. (2013). New literacies: A dual-level
theory of the changing nature of
literacy, instruction, and assessment. In, D.E.
Alvermann, N. J. Unrau, R. B.
Ruddell, Theoretical models and processes of
reading (6th ed.), 1150-1181.
Miller, J., & Baker-Eveleth, L. (2010). Methods of
use of an online economics textbook. American
42. Paczkowski, J. (2013, January 9). Steve Jobs was
right. All Things 3D. Retrieved from
http://allthingsd.com/20130109/steve-jobs-wasright-tablets-are-cars-pcs-are-trucks/
Ravid, G., Kalman, Y., & Rafaeli, S. (2008).
Wikibooks in higher education; Empowerment
through online distributed collaboration.
Computers in Human Behavior, 24, 1913-1928.
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.
43.
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.
Wood, W., Daniel, D., & Baker, C. (2010). Ebooks or textbooks: Students prefer
textbooks. Computers & Education, 55, 945948.
Editor's Notes
I would like to begin this presentation on digital books by just saying, I love paper books! I love the feel, turning the pages, writing in the margins, and seeing a bookshelf full of my books standing as trophies attesting to what I have read and hopefully learned. I do not believe that digital books should totally replace paper books, but the fact is, digital books are growing in popularity and they offer many affordances that are equal to or, in some ways, better than paper books. Take for instance traveling, how many of you bring an ereading device with you on your trip to Dallas – cell phone, tablet, laptop. eBooks are mobile, light, and provide a variety of access. Print books have always been mobile, but they are in a bound container – the book covers. eBooks, especially etextbooks, and more specifically multimedia digital textbooks with active links to the Internet, are unbound – thus fundamentally changing the reading process, and thus the ways people learn. This is what I would like to explore in my presentation this afternoon.
Clearly we are in the midst of great change when it comes to books and reading. During a time of change, it’s natural to hold on to known while transitioning to the new. I believe print and digital books can coexhist as we negotiate the ways each fits the task. The keys to helping us understand this transition is to look at what we know, through facts and theory, that point the way for how we can apply what we know to this new world of books.
The work of Don Leu and colleagues provides us with a guiding theory, New Literacies. Central to that theory is the idea that literacy, and what it means to be a literate person, is always changing because theways we send and receive ideas are always changing, because of technology and the Internet.Leu has coined the term deictic to describe this constant change. As Don would say, “To have been literate yesterday does not ensure one is fully literate today”. Let’s apply this concept to our own lives. Just when it seems we begin to understand all of the features of our email, things change. For those of you with Apple devices, about 6 weeks ago a new operating system was released. The look of many things changed. It took me a little doing just to figure out how to add a meeting in my calendar. The literacy skills that served me fine one day, were not sufficient the next day. This constant change is being applied to the textbooks our students read, which had not changed very much for many years.
Other forces, besides constant change, are also playing a role in the changing nature of reading and learning – those include both text factors and reader factors. With an ebook, as the format of text changes, so do our reading habits, preferences and strategies. Here is an example, when I first started reading ebooks on my Kindle, I found myself clicking the button to turn the page before I actually reached the last line on the screen – almost like I was anticipating clicking the button – so I missed the last few words on the screen. If I could fill in the gap, I could continue reading, but more often than not, I had to return to the previous screen and read again. This slowed down my reading and put some small glitches into my comprehension. The way I read the book, my process of reading, literally changed because of the technology.
One aspect of the text factors has to do with the devices we are using for ereading, because these devices often guide the titles we can access and the types of features our ebooks have for us to choose from. We know that the number of tablets (iPad, Kindle Fire, others) has just recently surpassed PC notebooks, or laptops. People want their ebooks to be mobile, to be able to take their ebooks with them easily.
We also know that those who read ebooks like to personalize their reading experience by using many of the features built into the ebooks themselves, and the principles of Universal Design can be promoted with these ereading features. Lotta Larson, in her study of preservice teachers and their reading of the ebook version of Moon Over Manifest, found the candidates had the following preferences when reading the book on their own device. Larson found that personalizing e-book settings supports individual differences among readers.
Reader factors speak to the unique habits, preferences and strategies each individual reader brings to the reading process. For the readers in Larson’s study, a little over half of the participants believed reading an ebook ultimately supported their reading comprehension, as compared to reading a print text. One student said, “With the ebook I was not worried about the number of pages left, which helped me slow down and comprehend. With print text, I’m too focused on how many pages I have left.” While 16% of the students did feel the ebook hindered their reading comprehension. One said, “I had to stop myself from skimming because that’s what I usually do when I read from a computer screen.” And another one said, “The tools and features were distracting and I was so focused on features that I forgot what I was reading.” And 31% felt the ebook neither hindered nor supported their reading comprehension. “A text is a text to me, and I don’t feel like I read or understood any differently than I would have otherwise.”
Also influencing our work in teacher education are additional forces on the changing nature of literacy. The Common Core Standards call for the students our candidates will be teaching to recognize the need to prepare children for their future success by integrating technology into literacy learning. An expectation is set, with these standards, that children will become more proficient with accessing, understanding, evaluating, and using various types of electronic texts.
We know that children are reading ebooks, and this number is likely to continue to increase as more devices find their way into the hands of children.
While at the same time, our preservice teachers are barely keeping pace with children in their ebook reading. Many college students of various age levels, use their technology for communicating with each other, rather than for learning. The skills needed to use Facebook, Twitter, Pinterest, and Instagram are quite different from those needed to make sense of digital texts.
The time is ripe for digital textbooks to increase in availability and popularity. Yet, many faculty are inexperienced with etextbooks and the digital reading process, thus impacting the kinds of support that can be given to students as they embark on this learning adventure.
Embedded in these issues are two terms I would like to clarify. Although there is no single, agreed-upon definition for these terms, and some use them interchangeably, myself included. Typically an etextbook is a just a digital version of the print text. Certain features can be utilized, such as changing font, because the publisher or distributor has essentially overlaid these features onto the text. At the simplest level, nothing is inherently different about the text itself other than the format. Sometimes an etextbook has added live Internet links within the text, so a reader can access additional information instantly. An etextbook can be read on an ereader, such as a Nook or Kindle or other electronic device. A digital text may have many of the same features as an etextbook, but in addition, multimedia elements have been embedded within the text, such as podcasts, video clips, interactive graphics, possibly quizzes that link to an instructor’s database, or notesharing features. A digital textbook typically must be read on a tablet (iPad or Kindle Fire) or on a desktop or laptop computer, and Internet connection is needed to access the links.
In 2011, predictions were made about possible features in textbooks. It looks like those feature have come to pass which shows just how quickly digital textbooks and the nature of reading are changing.
http://www.edudemic.com/10-reasons-to-use-digital-textbooks/From CourseSmartAvailability – more core texts becoming available each semesterSavings – up to 60% over print textbooksApps – free apps for reading textbooks, such as InklingInstant Access – anytime, anywhere, no waiting, not shipping chargesHighlight – highlight key informationLightweight – no backpack required, access from laptop, mobile device, including iphoneSearch – find what you need using a similar search feature to what you would use if searching the InternetInteractive learning tools – interact with the text: graphics, homework, quizzes AND interact with each other
Educators were asked by the Association of Curriculum and Supervision about the enhancements to an ebook on education that interests you the most. Learners and teachers at various levels are beginning to realize the power within an ebook to personalize the reading process – well I must use that term reading process very loosely, because now reading a textbook can also entail viewing a video clip and listening to a podcast. In fact, some would say that digital textbooks fundamentally change the reading process in ways we have yet to define and explore.
We have a limited number of studies to help us understand the issues surrounding the use of etextbooks by college students. One study focused on an eTextbook pilot with five universities: Cornell, Indiana, University of Minnesota, University of Virginia, and University of Wisconsin. For this study, ebooks were accessed through the CourseLoad program, published by McGrawHill. Faculty chosen based on interest, variety of content, course sizes, levels of students, willingness to participate, and use McGrawHill texts. Standard set of questions developed and used across universities.
Universal design principles improve inclusiveness for students with disabilities and diverse learning styles and can impact learning for all, by providing information in more than one modality.
Eye strain and physical discomforts from reading on screen, as well as being used to reading print. Those without a mobile device must read their textbook at a desktop or on a computer without Internet access, if this is not available, thus limiting where and when they can read their assignments.
Decisions are influenced by funds and the desirability to keep the textbook for future reference – leaning more towards the printed book.
When all of these features are contained within a book, what it takes to make sense of the ways people are learning are fundamentallychanging. My study seeks to understand the reading strategies, habits, and preferences of college students when reading a multimedia digital textbook.
Digital preferences cited reasons such as search features, less expensive, easier to carry, can make digital notes. Print preferences cited: already familiar with the format, likes physical movement of turning pages, highlighting and making notes, get easily distracted online
How do you feel about reading a digital textbook? Feelings run the gamit.I am excited for the opportunity to try this. I feel digital books are the way of the future and it’s important for us to have this experience.It’s new for me. I don’t know what to look forward to.I don’t mind it since it will help me understand more about technology.I am not fond of it, but I willing to experience it.I am looking forward to it and hope I like it.I do not like it at all.I am not very good using technology. Being an older student makes it a little harder.I am leary of it. My eyes get tired.
Print:Physical issues – eye strainAccess– Internet, power sourcesDistractions – Internet, Facebook, TwitterComprehension – easier with a format they knowDigitalPhysical – back strainAccess – could get to book any timeDistractions – could focus more easilyComprehension – have alternative ways to gain information
Digital postreadingcomments: Accessible on my laptop and I do not have to carry around a textbook. It’s easy to search and it includes extra features and resources.I could interact with the book.I prefer the digital version because it totally changed my mind after reading our textbook. I enjoyed reading, watching outside resources in this textbook by clicking the links of the book. I felt like it was going by faster!Many students commented on enjoying the note sharing feature.Print Preference: I was get too distracted when reading the digital version.I would rather have a print copy. It helps me learn better.I like having the book in my hands. With the digital copies, it just doesn’t seem permanent or concrete.
Decision hinged on: Time, topic, interest, I engaged in all of the multimedia elements. It was refreshing to have another way to gain information than by reading.I used those elements about 50% of the time. I viewed/listened if a question required it or if it looked interesting and I had extra time.The time element had me in a crunch.
The search capabilities made it easier to find things.I like how the sections were tabbed. I also liked the linked definitions. They were helpful for understanding the book.The linked definitions allow for reading fluency as I don’t have to access another source or turn a page to find a definition.
Key finding: various aspects of reading are intertwined among the digital elements of the text. The digital elements provide this underpinning that encourages motivation, promotes interaction with the text, and may even cause readers to “try on” new reading strategies in their effort to find the best means of making sense of various media.
Text factors and reader factors seem to both have an impact on the participants’ perceptions of their reading.
Analytics – data about what users do – which elements they click on, how long they stay, can provide us with valuable data, coupled with interviews and observations of users to create a stronger picture of the digital book reading experience.