Also available as a free download: Mark Schneider’s The Accountability Plateau analyzes No Child Left Behind’s effect on NAEP scores (math achievement is up) and warns that gains may be leveling off.
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E-textbooks for K-12 schools aren’t ready for prime time, reports Ed Week’s Digital Education.
Don’t rush to adopt e-textbooks, advises Daniel Willingham. It’s not clear they’re better, at least as currently produced, and students prefer traditional textbooks. “Some data indicate that reading electronic textbooks, although it leads to comparable comprehension, takes longer.”
Further, many publishers are not showing a lot of foresight in how they integrate video and other features in the electronic textbooks. . . . multimedia learning is more complex than one would think. Videos, illustrative simulations, hyperlinked definitions–all these can aid comprehension OR hurt comprehension, depending on sometimes subtle differences in how they are placed in the text, the specifics of the visuals, the individual abilities of readers, and so on.
What works for e-books — putting the same words in a new format — may not work for e-texts, Willingham writes. “Textbooks have different content, different structure, and they are read for different purposes.”
What does a bachelor’s degree in civil engineering mean? What about an associate degree in nursing? Colleges and universities in seven states are “tuning” courses and degree programs, setting clear standards for what graduates in a specific discipline should know and be able to do.
E-textbooks aren’t much cheaper than traditional books. Apple’s iBook app will require students to use an iPad. To really slash rising textbook costs, college students need access to o-books — free or very cheap open-source learning materials — advocates argue.
Apple unveiled a new version of its iBooks digital book software that supports textbooks featuring quizzes, note-taking, study cards and other features like the ability to interact with a diagram of an ant.
The service will launch with a small number of high-school titles from McGraw-Hill Cos., Pearson PLC and Houghton Mifflin Harcourt. Textbooks for courses such as algebra 1, environmental science and biology will be available first, priced at $14.99 or less. Eventually, Apple said, it expects textbooks for almost every subject and grade level. The company also announced iBooks Author, to help developers create interactive titles.
In a media event held at New York’s Guggenheim Museum, Apple executives said textbooks should be portable, searchable, easy to update and provide immediate feedback.
Frustrated by high failure rates in remedial math classes, one community college now assigns all remedial students to a math lab, where they work at their own pace, moving on when they achieve mastery.
Free e-books may be a bad deal for tech-poor students, a community college dean writes.
South Korea will digitize all textbooks by 2015, reports GizMag. The Education Ministry will spend $2.4 billion on the plan, which will include free tablet PCs for low-income families.
The Korean government’s “Smart Education” scheme will see the creation of a cloud computing network in order to allow students to access digital textbooks and store their homework so it can be accessed via any internet-connected device, including tablets, smartphones, PCs and smart TVs. The plan also includes introducing more online classes from 2013 so that students who are sick or unable to attend school due to weather conditions will be able to participate in virtual classes.
Students will take national exams online.
The new e-books are expected to be cheaper than printed textbooks.
Also, Florida community colleges are adding low-cost bachelor’s degree programs, especially in nursing, education and applied sciences.
Digital textbooks are inevitable, writes Gilbert Sewall of the American Textbook Council in Education Week. Many expect Apple’s iPad to be used as an e-reader (and e-TV). But will e-textbooks be better?
The big textbook publishers now face competition from small online publishers and non-profits, Sewall writes. They may be unable to preserve their “lucrative near-monopoly” on elementary and secondary textbooks.
Look for the major publishers to repackage and redo what exists in their computer banks, including abundant online and CD-based supplements.
. . . On the other hand, digitized textbooks offer teachers and districts the chance to break out of standard lessons and use something better. Increased competition and open-source instructional material challenge the monopoly market, and could result in alternatives to the glossy mediocrity that flows from established publishers.
However, Sewall warns that “electronic formats are not conducive to sustained reading.”
Emory University English professor Mark Bauerlein warns that concentration and attention span are all-important in reading comprehension, and that reading on screen does the opposite. Books encourage focused reading. Electronic screens promote “scrolling” and “scanning” with superficial attention and sketchy pickup. Online readers of all ages and educations, most reading specialists say, are growing impatient with slow-motion printed narrative, perplexed by solid blocks of text without bullet points, pulled quotes, or “clickability.”
Currently, digital textbooks make up less than 5 percent of sales, including at the college level. Sewall predicts e-books will prove more useful in high school and college than in the primary grades.
More important than medium, however, is content. Regardless of who the digital winners among publishers are, dumbing-down and trending-up textbooks has been a steady moneymaker over the past 20 years. To attract the widest possible audience, “text light” and “entertaining” have usually carried the day. If new media go in this direction, only more so, the losses to teaching and learning will be catastrophic.
E-books will be able to substitute videos for text. The temptation to go for the glitz is hard to resist.
Online students outperformed those receiving face-to-face instruction, concludes a SRI report for the Department of Education. The report analyzed some K-12 studies, but primarily looked at college students and adults in training programs. It found online students averaged a 59th percentile ranking, while classroom students in the same course ended up in the 50th percentile.
Philip R. Regier, the dean of Arizona State University’s Online and Extended Campus program, predicts more use of social networking technology to create “learning communities” in which students collaborate.
“People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.”
E-books are going to replace huge, pricey printed textbooks, predicts Jim Cullen, who was asked by his school to pick a new U.S. history textbook. He hopes the new e-books don’t imitate the current mega-textbooks, which have become almost unreadable.
They’re all just so damn busy — open up to a random page, and you’ll see a map here, an illustration there, information in the margins, headers, subheads, captions, tables. . . . Students tell me such features are appealing to them. Having lots of illustrations in particular makes the individual pages, often flowing in two columns of text, seem less dismaying. I get that. But as someone who likes and is serious about reading, I find all this activity distracting and am always surprised at just how hard it is for me to stay focused on those occasions where I decide I’m really going to read the textbook. . . . The problem is even worse when I try to read a traditional textbook in e-book form, since most e-books simply mimetically reproduce the print book without making much effort to present the material in a computer-screen friendly manner. That, I think, has to change.
If I were to write an e-textbook, I think I’d tell a story with minimal illustrations and let students click their way to documents, photos, maps, songs, bios, “day in the life” sidebars, etc.