Why laptop schools still use printed learning materials

Why laptop schools still use printed learning materials: a theoretical and empirical discussion International Symposium “Textbook trends in Europe, implemenation of etextbooks” Ljubljana Prof. dr. Martin Valcke 1 http: //allserv. ugent. be/~mvalcke/CV/CVMVA. htm

http: //www. jsyk. com/2009/10/19/the-kindle-dx-vs-textbooks/

Structure • • Laptool schools with printed books! Learning and the needs for textbooks Formal status of textbooks Historical perspective Quality of textbooks From delivery to instructional usage Discussing delivery modes

Laptop schools

Laptop schools • “Ubiquitous computing environments”, in which the integrated use of information and communication Technologies (ICT) is used in a large number of curriculum fields • Growing “feud” between pro and contra

Laptop schools • Learners use in view of learning processes? • Are teachers ready? • What about the e-learning materials and their actual use • Does it result in learning performance?

Laptop schools • Research: – Fried (2008): students loose time (mail, sms, surfing), distraction, LOWER learning results – Warschauer et al (2004): laptop use results in higher reading results, BUT laptop use extends library use (16, 000 books). Laptop helped postprocessing of book reading. – Inan et al (2010): teacher readiness crucial (beliefs, professional development)

Laptop schools • Research points at crucial role of elearning materials in LEARNING context.

Learning

Information Selection MM presentation Images Hearing Looking Working Memory Sound Image Verbal Model Organisation Words Sensory Memory Information Learningorganisation Integration Visual Model Mayer (2001) and Paivio (1986) Information integration Long Term Memory Prior Knowledge

Learning MM presentation Sensory Memory Working Memory Long Term Memory ROLE LEARNING MATERIALS Images Organisation Words - Multi-sensorial - Teacher versus learner developed, Prior Verbal gathered, selected, … Knowledge Model Hearing Sound - Complex, authentic versus accessible by learner Integration - Contextualized - Manipulable Image Looking Visual - Interactive (e. g. , simulation data entry) Model - …

Learning MM presentation Sensory Memory Working Memory Long Term Memory ROLE LEARNING MATERIALS Hearing Images Looking Organisation Words - Possibility to select/reselect - Possibility to store, review, . . Prior Verbal Knowledge - Possibility to. Model multiple (re)view Sound representations - Navigation Integration (e. g. , in possibilities audio, video, animations, …) - Learner control Image Visual - … Model

http: //en. wikipedia. org/wiki/Classical_conditioning)

Research e-books • Annand (2008) review of the literature: – Most students simply print the e. Book. – Printed preferred by the readers (access). – “Print “is put at the top of the delivery medium, – On-screen reading, less information transferred to long-term memory. – More rereading when on screen materials. – Lower resolution and unfavorably ease of reading. – Not significant better learning results.

Research e-books • But: – Lower costs – Sometimes more flexible – Favoured by advanced students (NOT novices) – Multimedia nature superior to text-only representation (see CTML theory) But this applies both to printed and electronic materials

Overzicht van de soorten representaties gebruik in de TIMSS videostudie lessen ( Hansen & Richland, 2010).

Learning MM presentation Sensory Memory Sound Image Verbal Model Organisation ROLE LEARNING MATERIALS - Share with others/discuss - Compare (similarities/differences) Hearing Words - Process (order, structure, hierarchy, represent) - Multiple perspectives -Images Representing Looking - Summarizing - Linking to other info - … Working Memory Integration Visual Model Long Term Memory Prior Knowledge

• Research: Ambrose, Bridges, Pietro, Lovett & Norman (2010), Marzano, Pickering, & Pollock. (2001) and Schunk (2004, p. 185). – Add non-linguistic representations – Invoke looking for similarities and differences – Present multiple representations – Help learners to question themselves – Invite learners to take notes – Develop a mind map –…

• Luik & Mikk (2008) – “knowledge acquisition from electronic textbooks is correlated with various features of the textbooks, – these effective characteristics are different for high- and low-achieving students, – the learning results of high-achieving students correlate with a fewer number of characteristics of electronic textbooks than the learning results of low achieving students. “. – Consider characteristics of the learner • Kirschner, Sweller, and Clark (2006) – where novices are involved, instructional design should consider instructivist teaching approaches that will result in superior learning results. These teaching approaches assume well developed and stated learning materials.

Learning MM presentation Sensory Memory - Images - ROLE LEARNING MATERIALS Communicating and presenting to others Reporting Verbal Repeating/rehearsing Model Sound Exercising Integration Testing Assessing, evaluating Image Getting/giving evaluative Visual feedback (feedback, feedup, Model feed forward) … Organisation Words Hearing Looking - Working Memory Long Term Memory Prior Knowledge

• Research: What is the role of – printed or electronic - learning materials in this context? In fact, the research hardly centers on this question. They key feature is that in one way or another assessment is taking place and sufficient attention is given to feedback. Learning materials will therefore present questions, problems, challenges, tasks, games, quizzes, puzzles, … And the teacher is needed to …

Summary • Sosniak & Stodolsky (1993, p. 249) “the influence of textbook on classroom instruction and teachers’ thinking was somewhat less than the literature would have us to expect, that patterns of textbook use and thinking about these materials were not necessarily consistent across subjects even for a single teacher, and that the conditions of elementary teachers’ work encouraged selective and variable use of textbook materials. ”.

Formal status of textbooks

Formal status of textbooks • National curricula (Shannon, 2010, p. 397): “Textbooks remain a staple within school curricula worldwide, presenting teachers and students with the official knowledge of school subjects as well as the preferred values, attitudes, skills, and behaviors of experts in those fields. ”. • National publications versus free market • What Works Clearinghouse

http: //ies. ed. gov/ncee/wwc/

European models • Depending on the country, teachers are not a “slave” of the textbook; they can select, enrich, enhance, … the textbook content. The key criterion is that the selection is adequate to attain the curriculum goals. Overview of textbook policies (INCA, 2009).

Historical perspectives

Historical perspective • < 1960 ies : domain knowledge dominated the content of text books. • > 1960 ies: domain knowledge and didactics • > 1990 ies: standard-based curricula with shift towards on “whether curriculum materials do work” (see WWC) • >2000: ICT based materials, but not comprehensive curricula

Quality of textbooks

Quality of textbooks • With the exception of the WWC initiative in the USA – an initiative that goes far beyond the evaluation of textbooks – no systematic evaluation or monitoring approaches have been set up. • New trend: lot’s of small scale studies: see e. g. , Cobanoglu, Sahin & Karakaya, 2009; Scott. & Feldman. Summers, 1979; Van Steenbrugge, Valcke & Desoete, 2010 a, 2010 b); Özgeldi & Esen, 2010).

From delivery to instructional usage

From delivery to instructional usage • Annaud (2008, p. 153): “Despite the present ambivalence, even negativity, in the literature about the desirability of e-books as a primary form of instruction, there seems to be little evidence to suggest that learning outcomes are significantly affected by choice of either print-based or e-book media. ”. • Since teachers are the key players in selecting or defining the broader setting of textbook usage, they could become key players in future approaches towards textbook design

From delivery to instructional usage • Open Textbook Proof-of-Concept approach: open textbook projects. – In this way teachers become a member of a community in developing, adapting, readapting learning materials and they can – just-in-time and in line with learner needs, decide upon the most optimal delivery format: printed or electronic.

http: // cnx. org

Discussing delivery modes

Discussing delivery modes • Sikorova (2005, p. 1) “the idea of an optimum (printed or electronic) textbook is false. Textbooks work in frames of various educational conceptions declaring different demands. (…) decisions about textbook design, development and/or selection, must consider specific characteristics of their users – students and teachers. He therefore stresses that teachers play a key role (…). • Consultation of teachers before, during and after design, development and distribution process.

Discussing delivery modes • What delivery mode gives a key role to teachers and allows flexibility – Fully developed products – Half-baked products – Open products • Who is flexible in such delivery – Governments? – Publishers? – Open doc approaches?

Discussing delivery modes • Learning models suggest: – Stress multimedia and interactive nature for SELECTION PHASE – Stress flexible manipulation by teacher and students in ORGANISATION PHASE – Stress rehearsing possibilities in INTEGRATION PHASE • Research suggests: half open products, extensions in electronic resources, lots of printed materials.

Conclusions • Dichotomy printed ~electronic is false • Consider role and function in learning • Respect professional identity of teacher in selecting and manipulating materials • Mix media • Mix public/private: teacher/school decides • Set up research to back decisions

Why laptop schools still use printed learning materials: a theoretical and empirical discussion International Symposium “Textbook trends in Europe, implemenation of etextbooks” Ljubljana Prof. dr. Martin Valcke 4 http: //allserv. ugent. be/~mvalcke/CV/CVMVA. htm 2