E-Books as Textbooks in the Classroom

Embong, Abd Mutalib; Noor, Azelin Mohamed; Hashim, Hezlina Mohd; Ali, Razol Mahari Mohd; Shaari, Zullina H.

doi:10.1016/j.sbspro.2012.06.903

Cited by 79 publications

(62 citation statements)

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“…Similar to the results reported by Embong et al (2012) many teachers and students that we interviewed discussed their experiences of cDTB (although used more like DTB) in general as effective and motivating: BThe students find it more fun to work with digital devices^(from interview, two teachers). Although some report that other digital tools are more motivating and the cDTB are sometimes considered uninspiring: BIt does not work… too boring voice^; BIt is not inspiring^(from interview, two teachers).…”

Section: Discussionsupporting

confidence: 81%

“…Digital textbooks may contain any number of such learning resources and make use of a variety of tools in order to facilitate and support learning of the established curriculum content. This, for example, has been proposed in terms of digital enhancements of textbooks (McFadden 2012), augmentations (Brueck and Lenhart 2015) or learning scaffolds (Embong et al 2012), albeit the insistence on its educational importance -a clear definition of this development of the textbook -is lacking,…”

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confidence: 99%

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No name, no game: Challenges to use of collaborative digital textbooks

2017

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Collaborative digital textbooks -comprehensive materials covering entire curriculums -are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh-and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

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Section: Discussionsupporting

confidence: 81%

mentioning

confidence: 99%

No name, no game: Challenges to use of collaborative digital textbooks

2017

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“…Reading activities can be enriched by using information and communication technologies (ICTs) such as electronic reader devices (Daniel and Woody 2013;Embong et al 2012;Koike et al 2001;Rockinson-Szapkiw et al 2013;Woody et al 2010). However, learners have to read on or with a specific mobile device apart from the printed materials during the whole learning process.…”

Section: Paper-based Learning With Mobile Technologiesmentioning

confidence: 99%

Ubiquitous Learning Environments and Technologies

Kinshuk¹,

Huang²

2015

Lecture Notes in Educational Technology

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The series Lecture Notes in Educational Technology (LNET), has established itself as a medium for the publication of new developments in the research and practice of educational policy, pedagogy, learning science, learning environment, learning resources etc. in information and knowledge age, -quickly, informally, and at a high level.More information about this series at http://www.springer.com/series/11777 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) PrefaceThe exponential growth in handheld devices and wireless technology in recent years, and increasing availability of high bandwidth network infrastructures, have opened up new accessibility opportunities for education. As a result, ubiquitous learning environments have started to emerge with potential to support life-long learning. These environments break the boundaries of the classroom and enable learning to take place in the contexts where learners are able to relate with the learning scenarios in their own living and work environments, leading to better learning experience. This book focuses on the design and architecture of ubiquitous learning environments, associated technologies, various learning scenarios supported by these environments, and various contexts that arise in such environments where seaml...

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“…E-books are different in terms of content and design, but all of them should meet the needs, abilities, interests of students and take into account the level of their knowledge. (Embong et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and e-Textbooks at School

Vorotnykova¹

2019

Turkish Online Journal of Distance Education

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The article defines the organizational, psychological and pedagogical conditions for the use of e-books and e-textbooks at school. The difference between e-books and e-textbooks is distinguished on the basis of systematization and comparison of scientific positions. Content analysis is made to determine the organizational and pedagogical conditions for the introduction of e-textbooks. The experience of using e-textbooks and e-books at school was generalized based on the results of a regional experiment, in which 25 schools participated. The results of the survey and questioning of 352 students, 296 teachers, and 357 parents are described. The results reveal the needs of respondents in e-textbooks and e-books, identify the advantages and disadvantages of their implementation. The main organizational, psychological and pedagogical conditions are defined. These are educational policy concerning the introduction of eLearning (requirements for mandatory e-textbooks, financial support for purchasing and updating, examination, standards for e-textbooks), availability and diversity of e-textbooks and e-books on the market of educational services, logistic, educational and methodological support of educational institutions, ergonomics, readiness of teachers, students, their parents to use e-textbooks and e-books, digital competence of teachers and students.

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E-Books as Textbooks in the Classroom

Cited by 79 publications

References 4 publications

No name, no game: Challenges to use of collaborative digital textbooks

No name, no game: Challenges to use of collaborative digital textbooks

Ubiquitous Learning Environments and Technologies

Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and e-Textbooks at School

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