16 SES 05.5 PS, General Poster Session
General Poster Session
Today’s pedagogical practices are largely permeated by the tools of the digital age, a period which has lately undergone changes metaphorically described as coming from the solid culture of the 19th and 20th centuries to the liquid information culture of the 21st century (Oliveira et al., 2014). Between new educational technologies belongs a device which reacts on the human touch – a tablet. With the expansion of tablets into lower secondary school traditional printed textbooks face a challenge in comparison with electronic textbooks. Since there is a huge expansion of ICT use in education, the question of the future of printed textbooks is essential. Does the print textbook still possess an important place in learning and instruction? Based on their perception, what kind of textbooks do pupils prefer for learning?
Regarding the acceptance of e-textbooks, a number of studies focusing on university students can be found (Sun, Flores & Tanguma, 2012; Quan-Haase & Martin, 2011; Rose, 2011). However, among lower secondary school pupils there is little evidence on the perception of e-textbooks.
There is no doubt about advantages of electronic textbooks. Some examples can be named. According to Oliveira et al. (2014) the advantage of electronic textbook is easiness to use for searching information and watching the video. Tomassini (2012, in Falc, 2013) sees advantages in a low price of the electronic textbook and adds that the electronic textbook costs a half less than the traditional printed textbook. Also the electronic textbook enables easier copying and pasting text (Li et al., 2011). Due to software base the content of the electronic textbook can be changed and updated without any need to print a new edition (Cavanaugh, 2004). However, the undergraduates prefer a print version because they find the e-text cumbersome to use (Birnbaum, 2004).
E-texts are considered a learning object since they support learning, are reusable, and provide a building block for digital course content (Ritzhaupt, 2010). The structure of an text allows a student to interact with the content in many ways i.e. reference material, practice problems, or as a test environment depending on the needs of the student (Stone & Eveleth, 2013). Bradshaw (2005) noted that e-texts provide opportunities to employ a variety of styles to fit learners’ needs. However, Thurston (2000) stated that learners often need to adapt to the use of an e-text. Similarly, Schoch, Teoh, and Kropman (2006) found that many readers of an e-text have to change their study habits to cope with using an e-text. In the study of Liu (2005) undergraduate students found digital text less interesting and the authors less credible. Expressed concern is that students frequently need to be tied to a monitor when reading digital text (Carlson, 2005).
To react on above mentioned issues, the following research question is raised: What is the pupils´ perception of electronic textbooks?
Bradshaw, G. L. (2005). Multimedia textbooks and student learning. Journal of Online Learning and Teaching, 1(2), 1-10. Birnbaum, B. (2004). The case for online course packs and e-books. Campus Technology’s eLearning Dialogue, 26 May. Retrieved March 15, 2012 from http://www.campustechnology.com/news_article.asp?id=9468&typeid=155 Cavanaugh, T. (2004). Using electronic texts as the course textbook. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009. Chesapeake. Li, C., Poe, F., Potter, M., Quigley, B., & Wilson, J. (2011). UC Libraries academic e-book usage survey. University of California, Springer e-Book Pilot Project, Reader Assessment Subcommittee. Retrieved from http://www.cdlib.org/services/uxdesign/docs/2011/academic_ebook_usage_survey.pdf Oliveira, de J.; Camacho, M., & Gisbert, M. (2014). Exploring student and teacher’s perception of e-textbooks in a primary school. Comunicar Media Education Research Journal (in press). Quan-Haase, A. & Martin, K. (2011). Seeking Knowledge: An Exploratory Study of the Role of Social Networks in the Adoption of Ebooks by Historians. Proceedings of the American Society for Information Science and Technology, 48, 1-10. Ritzhaupt, A. D. (2010). Learning object systems and strategy: A description and discussion. Interdisciplinary Journal of E-Learning and Learning Objects, 6, 217-238. Retrieved from http://www.ijello.org/Volume6/IJELLOv6p217-238Ritzhaupt701.pdf Rose, E. (2011). The Phenomenology of On-screen Reading: University Students' Lived Experience of Digitised Text. British Journal of Educational Technology, 42, 515–526. Schoch, H. P., Teoh, H. Y., & Kropman, M. (2006). Adopting an electronic text book for a postgraduate accounting course: An experience study. Australasian Journal of Educational Technology, 22(2), 166-188. Sun, J., Flores, J. & Tanguma, J. (2012). E-textbooks and Students’ Learning Experiences.Decision Sciences Journal of Innovative Education, 10, 63-77. Tomassini, J. (2012). Educators weigh e-textbook cost comparisons. Education Week, 31(30), 1. Thurston, J. (2000). Screenreading: Challenges of the new literacies. Information Technology, Education and Society, 1(1). 39-55.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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