{"id":543,"date":"2012-03-22T12:46:50","date_gmt":"2012-03-22T12:46:50","guid":{"rendered":"https:\/\/edtechteacher.org\/blog\/?p=543"},"modified":"2012-03-22T12:46:50","modified_gmt":"2012-03-22T12:46:50","slug":"thoughts-on-the-realities-of-moving-beyondthetextbook-from-tom-daccord","status":"publish","type":"post","link":"https:\/\/edtechteacher.org\/thoughts-on-the-realities-of-moving-beyondthetextbook-from-tom-daccord\/","title":{"rendered":"Thoughts on the Realities of Moving #beyondthetextbook – From Tom Daccord"},"content":{"rendered":"

\"Digital<\/a>I followed with keen interest Monday\u2019s #beyondthetextbook<\/a> Twitter chat stemming from an onsite\u00a0roundtable discussion at Discovery Communication headquarters. Not only is the future of textbooks\u00a0a pertinent educational topic, but this particular event (online and onsite) brought together some of\u00a0the country\u2019s leading edtech integrationists \u00a0\u2013 David Warlick, Wes Freyer, and Angela Maiers, just to\u00a0name of few.<\/p>\n

While many tweeted gleefully and expectantly about a textbook-free age and transformations\u00a0wrought by \u201copen\u201d resources, I was struck by the lack of scrutiny of the educational textbook\u00a0industry. Some might be surprised by what my colleagues and I have learned about industry efforts\u00a0to leverage the affordances of digital media and the Web. EdTechTeacher <\/a>has spent nearly 18\u00a0months working with McGraw Hill, a major educational textbook provider striving to include 21st\u00a0century skill development and technology integration topics into its textbooks and other resources.\u00a0During our visit to their corporate office, and in follow-up conversations, company officials made\u00a0it clear they understand that the proprietary textbook business model is at risk in an age of freely\u00a0accessible online information. Yet, the company is by no means passive in the face of the Internet\u00a0and Google searches and is striving to diversify its publications and create enticing digital offerings.\u00a0For instance, McGraw Hill, along with Pearson and Houghton Mifflin Harcourt (the three dominant\u00a0educational publishers) has joined with Apple<\/a> to populate its new “Textbooks” category in iBooks 2\u00a0with high-school level textbooks and is piloting the iBooks Author <\/a>app. McGraw has contributed five\u00a0K-12 textbooks for the iPad 2 to date and over 50 iPad textbooks for higher education and others\u00a0markets. Note that McGraw Hill is not acting alone. It joined forces with Pearson and Harcourt\u00a0to create a triumvirate for its Apple partnership. And in Apple, it\u2019s obviously tied to a worldwide\u00a0technology leader with deep pockets at the forefront of the exploding e-reader market. Not only is\u00a0the iPad the leading tablet platform, Apple\u2019s iBook Author is a great first step in the development of\u00a0intuitive technologies that simplify the digital textbook creation process. (More on this in the next\u00a0post.)<\/p>\n

All three major educational textbook publishers are producing rich digital resources with innovative\u00a0features for multiple academic subjects and grade levels. McGraw Hill has invested in Inkling<\/a>, a\u00a0digital textbook provider whose products enable users to meet \u201con the book\u201d to exchange notes,\u00a0comments, or questions. Inkling notes are stored and displayed directly on a textbook page.\u00a0Moreover, Inkling’s 3D interactive elements are among its most engaging features. For instance, its\u00a0science books include 3D simulations, such as a cell structure model that one can easily manipulate\u00a0on a iPad with a pinch of two fingers. Also included are various videos outlining scientific processes,\u00a0interactive quizzes, and \u201ccascading\u201d linked images. Not all of these features will be in your digital\u00a0textbook \u2013 many district administrators are wary of \u201csocially connected\u201d textbooks \u2013 but they will be\u00a0commonplace at some point.<\/p>\n

Yet, educators are largely unaware of these features. Many equate \u201cdigital textbook\u201d with a PDF\u00a0document \u2013 digital maybe, but essentially a static collection of text, images and links. In other\u00a0words, not much different than the printed textbook. A more encompassing, robust, and up-\u00a0to-date definition of a digital textbook would be strikingly different and infinitely more enticing:\u00a0an interactive and social platform, constantly updated and searchable, that encourages inquiry-\u00a0learning, nurtures differentiation, and builds communities of shared learners. (More on this\u00a0definition in future posts.)<\/p>\n

To be clear, I am not advocating for textbook-driven classes, but I\u2019m cautioning those who believe\u00a0that the demise of the textbook is imminent . . . or something to celebrate. With its considerable\u00a0resources, entrenched market position, and name recognition, the educational textbook publishing\u00a0industry is not to be underestimated.<\/p>\n

I do sympathize with teachers mandated to use a particular textbook (or any resource for that\u00a0matter), and I do believe that textbooks are limited in their ability to engage kids and provoke\u00a0curiosity. Like any resource, textbooks need to be examined critically. Some textbook elements\u00a0prove useful for students \u2013 clear structure, consistent prose, clean design — and if they add value\u00a0for any student they should be considered for inclusion as a resource. On the Web, we find bad\u00a0websites replete with faulty information and inappropriate content, but we are not clamoring\u00a0to throw out the Internet. The role of the educator is to help students discover, evaluate, and\u00a0incorporate a range of resources to create educational content and address problems. Instead of\u00a0hurling insults at textbooks, let’s empower teachers to consider resources with an open-mind and\u00a0construct combinations of media that best serve the needs of diverse learners.<\/p>\n

Finally, I question the pervasive assumption that \u201copen tools\u201d will eradicate the technology access\u00a0divide and (more fundamentally) the technology usage divide. (See Scott McLeod\u2019s recent post<\/a>\u00a0on tech usage divide<\/a>). Recent evidence suggests that open educational technologies are used less\u00a0effectively in poor schools than in affluent ones. Berkman Center Fellow (and EdTechTeacher Co-Director) Justin Reich gathered data on the usage of 180,000 publicly accessible wikis and found\u00a0that wikis were generally less helpful to poor schools than rich ones<\/a>. At less afluent schools, wikis\u00a0were often abandoned quickly and students had fewer opportunities for authentic 21st-century\u00a0skill development. I hope the clear message is that increased access does not necessarily result in\u00a0effective integration. Experience, guidance, structure, and leadership all count \u2014 something that\u00a0many educational textbook publishers are angling to provide.<\/p>\n","protected":false},"excerpt":{"rendered":"

I followed with keen interest Monday\u2019s #beyondthetextbook Twitter chat stemming from an onsite\u00a0roundtable discussion at Discovery Communication headquarters. Not only is the future of textbooks\u00a0a pertinent educational topic, but this […]<\/p>\n","protected":false},"author":1,"featured_media":545,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_tec_requires_first_save":true,"content-type":"","_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"_tribe_blocks_recurrence_rules":"","_tribe_blocks_recurrence_description":"","_tribe_blocks_recurrence_exclusions":"","footnotes":""},"categories":[107],"tags":[111,150,185,142,118,153],"instructors":[],"class_list":["post-543","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","tag-21st-century-learning","tag-digital-equity","tag-ebooks","tag-edtechresearcher","tag-edtechteacher","tag-ipad"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"acf":[],"yoast_head":"\nThoughts on the Realities of Moving #beyondthetextbook - 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