The document discusses the evolution and impact of e-books on education, emphasizing their flexibility, adaptability, and interactivity compared to traditional print books. It argues that technology enhances learning experiences by providing access to updated knowledge and diverse formats while allowing for personalized educational approaches. The potential of e-books as transformative tools in teacher education and their role in facilitating engagement in learning is also highlighted.

1. T H E F U T U R E O F B O O K S ?
PA U L H O P K I N S
U N I V E R S I T Y O F H U L L , U K

2. W H AT I S A B O O K ?
2
https://www.youtube.com/watch?v=brAlzKHYFnA

3. The Evolution of the book?

5. O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )

6. O F C O M : M E D I A U S E A N D AT T I T U D E S R E P O RT ( 2 0 1 5 )

7. W H E N I S “ N O T A B O O K ” S T I L L A B O O K ?
A R O G U E ’ S G A L L E RY
7
WANTED DEAD OR ALIVE £100 REWARD

8. A N D T H E
B I G G E S T
C R I M I N A L …
8

9. A N D T H E
B I G G E S T
C R I M I N A L …
8

10. T H E F R U S T R AT I O N S O F P R I N T …
9
https://www.youtube.com/watch?v=0yuQObPHPhs

11. A F F O R D A N C E S O F T H E E B O O K
10

12. A F F O R D A N C E S O F T H E E B O O K
10
1
F L E X I B I L I T Y
O F
C O N T E N T

13. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
1
F L E X I B I L I T Y
O F
C O N T E N T

14. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
3
I N T E R -
A C T I V I T Y
1
F L E X I B I L I T Y
O F
C O N T E N T

15. A F F O R D A N C E S O F T H E E B O O K
10
2
A D A P T-A B I L I T Y
3
I N T E R -
A C T I V I T Y
4
D ATAC A P T U R E
1
F L E X I B I L I T Y
O F
C O N T E N T

16. F L E X I B I L I T Y O F C O N T E N T
11
1F L E X I B I L I T YO FC O N T E N T

17. F L E X I B I L I T Y O F C O N T E N T
11
1F L E X I B I L I T YO FC O N T E N T
V I D E O
H Y P E R L I N K S
D Y N A M I C
A U D I O
A N I M AT I O N
S L I D E S H O W S

18. A D A P TA B I L I T Y
12

19. A D A P TA B I L I T Y
12
F O N T S
N O . O F PA G E SS I Z E
C O L O U R
C H A N G EL AY O U T
“ N E V E R F I N I S H E D ”

20. I N T E R A C T I V I T Y
13
3E B O O K S A N D
I N T E R A C T I V I T Y
- W H AT D O E S
I T A D D ?

21. I N T E R A C T I V I T Y
13
3E B O O K S A N D
I N T E R A C T I V I T Y
- W H AT D O E S
I T A D D ?

22. D ATA C A P T U R E
14
4
D ATAC A P T U R E

23. D ATA C A P T U R E
14
4
D ATAC A P T U R E
M A R K I N G
A S S E S S M E N T
D Y N A M I C
F I E L D W O R K
A N A LY S I S
F E E D B A C K

24. 15
A bridge between paper books and the digital world?

25. 16

26. So? What do
eBooks look like?

27. TYPES OF LEARNING
Teacher
Talking
Group Work
Inquiry Based
Learning
Project Based
Learning
Model Making
Investigations
Dialogic
Learning
Memorising
Research
Practising
Teaching
another person
MOOCs

28. I M PA C T O N L E A R N I N G ?

29. I M PA C T O N L E A R N I N G ?

30. I M PA C T O N L E A R N I N G ?

31. I M PA C T O N L E A R N I N G ?

32. I M PA C T O N L E A R N I N G ?

33. I M PA C T O N L E A R N I N G ?

34. I M PA C T O N L E A R N I N G ?

35. I M PA C T O N L E A R N I N G ?

36. I M PA C T O N T E A C H I N G ?
20

37. Eric Mazur
I M PA C T O N T E A C H I N G ?
20

38. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20

39. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Roles and Relationships

40. Eric Mazur Mazur: Peer Instruction: A User's Manual
I M PA C T O N T E A C H I N G ?
20
Roles and Relationships
Bespoke Learning

41. Technology is the only way to
dramatically expand access to knowledge.
Why should students be limited to a
textbook that was printed two years ago,
and maybe designed ten years ago, when
they could have access to the world’s
best and most up-to-date textbook?
Equally important, technology allows
teachers and students to access
specialised materials well beyond
textbooks, in multiple formats, with little
time and space constraints
Andreas Schleicher - OECD (2015:4)

42. The e-reader has been touted as, “one of
the most important developments in the
history of books - as revolutionary as the
printing press” (Marche, 2009)
“The electronic reader has the potential
to change the way people perceive,
define and engage with
books” (Boroughs, 2010)
“The value of e-textbooks will increase when they
are designed to incorporate digital and interactive
features in ways that effectively enhance the
teaching/ learning process”
(Murray and Perez, 2013)

43. CollaborativeIndividual
Static Dynamic / Creative
Fixed Knowledge Growth Knowledge
Collecting data Creating data
Teacher Learner

44. W H Y E - B O O K S A N D N O T O N L I N E ?
Content
Curation
Content Control
Structure
Content
Selection
Textual
Access
Teacher
Direction
Ease of
Creation
Formative
Assessment
Portability
Accessibility

45. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
www.mttep.eu @mtteppads

46. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised

47. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?

48. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?

49. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?

50. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?

51. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?
Conversation: How did this
encourage the students to
engage in discussion / dialogue

52. M O B I L E T E C H N O L O G I E S T R A N S F O R M I N G
T E A C H E R E D U AT I O N P E D A G O G Y
Personalisation
Authenticity CollaborationConversation
Data Gathering
Data Sharing
Situated
Context
Agency
Customised
Agency: What choices did I
have over the content, pace,
place or outcomes?
Context: What was the context
in which the learning took
place?
Situated: How was the learning
relevant to me and my own
experiences?
Customisation: How was the
learning tailored to suit me?
Conversation: How did this
encourage the students to
engage in discussion / dialogue
Gathering / Sharing: What
(new) data did I generate and
how did I then share this?

53. A M O D E L O F L E A R N I N G

54. - O S C A R W I L D E
“If one cannot enjoy reading a book over and over
again, there is no use in reading it at all.”

55. - O S C A R W I L D E ( A L M O S T ! )
“If one cannot enjoy creating a book over and over
again, there is no use in creating it at all.”

56. - O S C A R W I L D E ( A B I T ! )
“If one cannot enjoy interacting with a book over
and over again, there is no use in interacting at all.”

57. B U T O F C O U R S E I T I S N O T T H E
A N S W E R T O E V E RY T H I N G … .
31
https://www.youtube.com/watch?v=-rac21a7qhE

58. 32
Lovers of print are
confusing the plate
for the food
Douglas Adams

59. R E F E R E N C E S
Baran, E (2014) A review of research on Mobile Learning in Teacher Eduction,
Education, Technology and Society 17(4)
Boroughs, D. (2010). ‘Bye the book: In educational publishing, the only certainty is
change. PRISM
Brown, J (2014) eBooks vs Print books the struggle between old and new technology,
Burden, K and Kearney, M (2012) Research in Learning Technology
Glakin, B (2014) A collaborative project assessing the impact of eBooks and mobile
devices on student learning, Boise State University
Kindt, J (2013) Should tablets replace textbooks in the classroom?
Marche, S. (2009). The book that contains all books. Wall Street Journal online
Morris, J and Maynard, V (2010) Mobiles in the clinical setting, Worldviews on
Evidence Based Nursing, 7(4) pp205-213
Murray, M. C. & Pérez, J. (2011). E-textbooks are coming: Are we ready? Issues in
Informing Science and Information Technology, 8, 49-60
OECD (2105) Students, Computers and Learning making the connection, OECD.
Ofcom (2105) Children and Parents: Media Use and Attitudes Report, Ofcom
Wong (2009) eBooks as teaching strategy – preliminary investigation, Ascilite, 2009

60. I M A G E C R E D I T S
S1 - Closer than we thing: www.smithsonian.com
S3 - Evolution of Man / Stages of book: www.darwiinslibrary.com / www.sfbook.com
S4 - eBook sales: www.gettyimages.com
S5/6 - Data on mobile usage: www.ofcome.gov.uk
S8 - www.timemarcheson.com
S11 - Flexibility: www.vertisgroup.com
S12 - Charles Darwin: www.theorganicpreper.co.uk
S13 - Digital Healthcare: www.kritsinmullertranscription.com
S14 - Fishing Nets: www.traveltips.usatoday.com
S15 - Sydney harbour bridge: www.sydneyhabourbridge.au
S16 - Teapot: www.amazon.com
S17 - iBooks Store: www.apple.com
S20 - Eric Mazer, Adults Talking, Tailoring: www.mit.edu / www.wtjohnson.co.uk
S21 - Andreas Schleicher: www.oecd.eu
S28-30 - Backgrounds - www.apple.com
S32 - Plate of Food - www.amazonaws.com
S35 - Child asking questions: www.ziarulstria.ro
Other images (c) p.hopkins (various dates)

61. Q U E S T I O N S ?
p.hopkins@hull.ac.uk @mtteppads