Dobler ila 2015

  • View

  • Download

Embed Size (px)

Text of Dobler ila 2015

  • Charting Your Own Course: Inquiry and Interactive Multimedia e-Books and e-Textbooks

    Elizabeth DoblerEmporia State

  • Continuum of Digital Interactivity

    Walling, 2014

  • Kids & Family Reading Report5th Edition

    Out of Print:Reimagining the K-12 Textbook in a Digital Age


  • Student performance does not vary between print and e-textbook (Sheppard, Grace, & Koch, 2008; Woody, Daniel, & Baker, 2010).

    Various presentation modes do not affect comprehension (Margolin, Driscoll, Toland, & Kegler, 2013).

    Annotation features of an e-textbook enhances student performance (Dennis, 2011).

    People understand and remember better when reading paper (Liu, 2005; Mangen, Walgermo, & Bronnick, 2013).

  • Challenges and Affordances

    Lack of comfort with screen reading (Carlson, 2005).

    Requirement to access Internet when reading (Sheppard, Grace, & Koch, 2008).

    New types of engagement are facilitated(Dorn, 2007; Ravid, Kalman & Rafaeli, 2008).

    Promotes principles of universal design to meet diverse learning needs(Scott, McGuire & Foley, 2003).

  • Scholastic, 2015


    65% of children will always want to

    paper books even though e-books are


  • Reynolds, R. 2013

  • Interactive



    Resources available in the public domain or shared under an intellectual property license, permitting their free use or re-purposing by others

  • Project Tomorrow, 2011

    Students are empowered to take responsibility for their own educational destinies and to explore

    knowledge with unfettered curiosity thus creating a new generation of lifelong learners.





  • What are the e-textbook preferences of undergraduate teacher education students?

    What are the perceptions of undergraduate teacher education students towards reading an e-textbook?

    How do undergraduate teacher education students view the role of an e-textbook in their learning process?

  • e-Textbook Purchase Factors


    east of use

    ease of purchase

    match to learning style

    Chulkov & VanAlstine, 2013

  • Self-Regulated Learning

    Schunk & Zimmerman, 1998Zimmerman, 2002

  • Participants, Methods, Analysis 56 preservice teachers (8 males, 48 females)

    language arts methods course

    e-textbook/paper bundle, read on iPad or website

    Features: note sharing highlighting keyword search video, audio and web links linked definitionstext bookmark

  • e-Textbook Preferences

    Pre-Reading Post-Reading

    22% preferred e-textbook 50% preferred e-textbook

    58% preferred print textbook 42% preferred print textbook

    20% no preference 8% no preference

  • Digital Note Sharinga social network becomes a learning network

  • Reasons for e-Textbook Preference

    Reasons for Print Textbook Preference

    available search features familiarity with the format

    digital notes features eyestrain with screen reading

    lower cost distractions when reading online

    light weight connection to physical movement of page turning

  • An e-textbook can often lead me to distraction

    (Facebook, Pinterest, etc.). Also there is something

    about print textbooks that puts me in the mindset of


    I like highlighting and putting sticky notes in my

    [print] books. When done electronically, the physical

    movement is absent so I sometimes feel like it doesnt

    help me. When recalling information, it is easier for

    me to remember when its tied to a physical


  • Being Present in the Reading Moment

  • My own reading habits worsened while reading this e-textbook. I am used to skimming on the computer. I carried this same habit to the e-textbook. It was more difHicult to get absorbed in reading.

    I noticed I was more intrigued about reading the text. It wasnt like I was just sitting with a book in my hand.

  • I was more relaxed with the e-textbook. Sometimes I forgot I was reading a textbook. I had to train my brain to think critically when reading because usually when Im on a device its for recreation.

    The linked deHinitions are extremely helpful. This allows for reading Hluency as I dont have to access another source or turn a page to Hind a deHinition. I really liked the search function because it took you right to where you needed to go.

  • Applying Reading Strategies to Digital Text

  • 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. Ive started previewing and picture walking before I read this text in response.

    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 to make sure I didnt miss something.

  • I tended to open up links so I was easily distracted. As a reader, next time I would be stricter on myself and not allow myself to browse on other sites while reading.

  • avoid making assumptions

    teaching and modeling

    sharing personal experiences

    offering students choice

    Teachers can promote e-textbook reading by . . .

  • Discussion

    Does digital text affect how readers see themselves, their self-ef6icacy, expectations for success as a reader?

    How can teachers honor students learning and reading preferences?

    How can e-textbook authors and publishers create materials that also honor students preferences?

  • Presentation ReferencesAllen, N. (2013). The future of digital textbooks. Public Purpose, 10-11.

    Amplify (2014). National survey on mobile technology for K-12 education. Retrieved from

    Carlson, S. (2005, February 11). Online textbooks fail to make the grade. Chronicle of Higher Education. Retrieved from


    Chulkov, D.V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88,


    Dennis, A. (2011). E-Textbooks at Indiana University: A summary of two years of research. Indiana University Working Paper. Retrieved from http:// Pilot Data 1010-1011.pdf

    Dobler, E. (2015). e-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent and Adult Literacy, 58(6), 478-487.

    Dorn, R. (2007). Online versus hardcopy textbooks. Science, 315(5816), 1220.

    Intel. (2010). Blueprint solutions: Digital content in the K-12 classrooms. Retrieved from

    Larson, L.C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22.

  • Larson, L.C. (2012/2013). Its time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent and

    Adult Literacy, 56(4), 280-290.

    Liu, Z. (2005). Reading behaviors in digital environments: Changes in reading behaviors over the past 10 years. Journal of

    Documentation, 61(6), 700-712.

    Mangen, A., Walgermo, B.R., Bronnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading

    comprehension. International Journal of Educational Research, 58, 61-68.

    Miller, M. (2015). Ditch that textbook. Retrieved from

    Project Tomorrow. (2011). The new 3 es of education. Retrieved from


    Ravid, G., Kalman, Y., & Rafaeli, S. (2008). Wikibooks in higher education; Empowerment through online distributed

    collaboration. Computers in Human Behavior, 24, 19131928.

    Reynolds, R. (2013). Digital learning: Its use and integration into the classroom. MSB Direct. Retrieved from http://

  • Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning: From teaching to self-regulated practice. New York: Guilford.

    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, 4049.

    Sheppard, J., Grace, J., & Koch, E. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of

    Psychology, 35, 25.

    Sheridan-Thomas, H.K. (2008). Assisting struggling readers with textbook comprehension. In K.A. Hinchman & H.K. Sheridan-

    Thomas (Eds.), Best practices in adolescent literacy instruction, pp. 164-184.

    Spiro, R.J., Feltovich, P.J., Jacobson, J.I., & Coulson, R.L. (1991). Cognitive flexibility, constructivism, and hypertext: Random

    access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 35, 24-33.

    Woody, W.