Katie Thomas - Digital Textbooks FINAL

 Current Research
Research Debates
Supporters Say:
 Insignificance difference
in student academic
 Research showing
students using the
textbooks out-perform
their traditional peers
 Students desire to use
as well as have skills
with technology
Skeptics Say:
 Large body of research
says students still prefer
traditional form
 Implementing teaching
strategies to overcome
various difficulties
 Textbook publishing
companies continue
their monopolies into the
digital domain
2010 Meurant Findings*
 iPads used in a Korean English-as-aForeign-Language classroom
 Noted ease of updating textbooks
* = Meurant, R. C. (2010). iPad tablet computing to foster Korean EFL digital literacy.
International Journal of U- & E-Service, Science & Technology, 3(4), 49-62.
2011 Murray and Pérez Findings*
 Sections of college students enrolled in IT
literacy course given either printed or
digital curriculum materials
 Final exam scores:
 Printed = 86%
 Digital = 84%
* = Murray, M. C., & Pérez, J. (2011). E-textbooks are coming: Are we ready?
Issues in Informing Science & Information Technology, 8, 49-60.
2011 Nelson, et al., Findings*
 Indiana school district implements a digital
platform and textbooks in lieu of traditional
 Current, practical example of a successful
* = Nelson, L. L., Arthur, E. J., Jensen, W. R., & Van Horn, G. (2011). Trading textbook for
technology. Phi Delta Kappan, 92(7), 46-50.
2012 Bouck & Meyer Findings*
 Successful use of digital textbooks to aid
visually-impaired students
 Implications for aiding students with other
* = Bouck, E. C., & Meyer, N. K. (2012). eText, mathematics, and students with visual
impairments. Teaching Exceptional Children. 45(2). 42-49.
2013 Daniel & Woody Findings*
 298 college students given either print or
digital options for a psychology class
 Quiz results showed little difference in
performance or level of distractions
* = Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use
of electronic v. print texts. Computers & Education, 62, 18-23.
2013 Gilmore & Rush Findings*
 Interviews conducted by educators in
Tennessee and North Carolina
 Traditional and digital editions of reading
comprehension test given to high school
sophomores produced similar academic
 Self-evaluated “technological confidence”
demonstrated as a non-factor in ability to
use digital textbooks
* = Gilmore, B., & Rush, M. J. (2013). To "E" or not to "E". Independent School,
72(4), 40-46.
2013 Rockinson-Szapkiw, et al., Findings*
 538 college students given the choice
between traditional or digital materials
 Digital users had similar assessment
scores as well as higher affective and
motor skills
* = Rockinson- Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus
traditional print textbooks: A comparison study on the influence
of university students' learning. Computers & Education, 63, 259-266.
2013 Stone & Baker-Eveleth Findings*
 Survey of college students via email
 Usefulness and satisfaction as a driving
force in the digital textbook market
* = Stone, R. W., & Baker-Eveleth, L. (2013). Students’ expectation, confirmation, and
continuance intention to use electronic textbooks. Computers in Human Behavior, 29(3),
984-990. doi:10.1016/j.chb.2012.12.007
2013 West Virginia Adoption*
 State government decision to implement
digital platform and textbooks for all its
* = West Virginia adoption process evolves. (2013). Electronic Education Report, 20(2), 13.
Personal Opinions
Laurie Says:
Katie Says:
 “Great tool for educators  “I approve of the use of
and students!”
 “… but it needs more
research and revision.”
 “Teachers need training
ASAP to equip them to
discern strategies.”
this technology.” ;-)
 “The issue is one of how
it is used, not of its
 “Let’s get some more
research and sound
instruction methods into
the situation.”

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