Raymond Badger
Sarah Keane
Adam Pelletier
Susan Short
Extraordinary E-books
E-book technology has spawned renewed interest in students’ education today. Electronic books, or e-books, are the digital media equivalent of printed books. Electronic documents are often used with digital mediums, such as personal computers, assistive technology hardware, or even e-book reader devices. E-books are ideal for an educational learning environment. Many social factors identify e-books as a desirable medium to be used place of, or in conjunction with paper textbooks. Using e-books in the classroom aids teacher instruction by adding up to date information and customized lesson plans. Economically, school districts can greatly benefit from the use of e-books system wide. Although there are many advantages for using e-books in education, there are also some concerns regarding the accessibility of e-books. Not only are school districts benefiting from e-books, textbook publishers are also profiting from this advancement. E-books provide many opportunities for future growth and development in the educational setting.
An e-book is an electronic book that can be read digitally on a computer screen, a special e-book reader, a personal digital assistant (PDA), or even a mobile phone. E-books provide the reader with an interactive experience. The reader can perform tasks such as highlight important data, and identify words in a dictionary. E-books can integrate video and audio, explore animation and utilize interactive simulations. Rather than just reading a story, a reader can interact with the story by using e-books. Reading instruction can be enhanced with the use of e-books while providing an enriched learning experience. Among the many advantages of e-books is the convenience of having a large number of books available to the reader at his or her fingertips.
In the field of education, e-books can provide a solution to school districts seeking continuity in reading throughout multiple grade levels in a more cost-effective way. Instead of having to purchase hard copies by the dozens for students to read, districts working with publishers are now able to provide students with all the books they need online. Students and teachers can access their e-book content along with standardized assessment tools by logging onto the publisher’s website. The contents of e-books are consistently being updated, ensuring that students receive the most current information possible.
Although e-books can give students better access with the wealth of content available electronically, the accessibility of e-books to all readers remains a concern. A school district may not be ready to integrate e-book technology into the curriculum, until all students have access to the necessary technology needed in order to view e-book content. The e-book can only prove to be as powerful and accessible as the utilized instrument. Desktops, laptops, PDAs, phones, and e-book readers are electronically powered and may prove a financial hardship for some.
“There are two major standards-related barriers to e-book adoption. The first involves having a critical mass of content available for any e-reader—a portability challenge. The second involves being able to protect the intellectual property (IP) rights associated with that content by limiting illegal copying and distribution,” as quoted by Marc R Nelson (2008).
In today’s world, technology surrounds both teachers and students. Teachers and administrators should examine optimal offerings in technology. New technologies, such as wireless networks, can help bridge the Digital Divide. Some of the networks provide high speed internet access for free, or for substantially less than the price of other broadband services. (HowStuffWorks, 1998-2008) This technology makes e-books more accessible to all students. For example, if a student does not have access to a computer at home, he or she can locally access the library. Lack of computer use is not an excuse.
Teachers and administrators need to look outside the box to help students master grade-level skills. One vital technology tool is the use of e-books. "We are seeing a growing interest in e-books from schools that see the practical advantages of eBook technology in a mobile society, and understand the contribution this technology makes to reading, creative writing and communicating between students, teachers, administrators and parents." (Palm, 2002) The Dighton- Rehoboth school district recently implemented a new reading program for grades K-8. This program establishes a comprehensive, vertical alignment for students progressing through the grades. “Storytown,” a program published by Harcourt School Publishers, includes an online component for teachers and students. Each teacher’s guide provides explicit instructions and expectations per lesson. Individual lessons provide each teacher with several hard copies of the selections students will be reading. However, sometimes there are not enough copies for each student. This is where the online component comes into play. Each student can therefore login to the website. On any given week, students can access e-books online that are introduced within the classroom. All students having access to a computer are capable of reading the selections online. An audio component is available with the “Storytown” program. Students in the lower grades and those having IEPs, who need addtional assistance in reading e-books, may choose to utilize the instant replay component. “E-books are portable, convenient, and they save trees. Some eBooks even contain pictures, criticisms, quotes, portraits, and a brief biography of the life of the author. E-books set you free to study and search texts with powerful software features.” (eBookmall, 2000-2002).
Through the use of e-books, publishers like Harcourt, can keep the product cost lower for school districts, while at the same time enabling all students the opportunity to read required books either at school or at home. With an increase in academic demands, many districts will seek publishers who offer supplemental, online reading resources. Teachers may choose to use software programs, such as Kurzweil 3000 that will work effectively with e-book implementation. Kurzweil 3000 is designed for struggling readers and has the capability to search for e-books online. The text-to-speech feature is one component the student may choose to use which reads the book aloud to the student. As the student’s comprehension improves, the teacher may adjust the speed of the audio. The cost of the Kurzweil 3000 ranges from $1,500 to $2,700.
In order to effectively utilize e-books, publishers need to package and offer online resources in addition to the hard copies. “Textbook prices have outpaced inflation 2-to-1 in the past two decades, says a 2005 report by the Government Accountability Office.” (Shkolnikova, 2008) Through the use of e-books, districts can help keep costs down and provide all students the opportunity to read classroom books.
The financial barriers preventing people from owning e-book devices along with copyright concerns and piracy are hurdles that need to be addressed in order for effective implementation. These issues can be readily resolved over time. Based on Moore’s Law, technology will grow exponentially; therefore reducing the consumer’s cost.
As time progresses, students will have had more and more experiences with technology in the classroom. In the near future, most districts will have turned to publishers that offer online capabilities that include e-books when choosing new reading programs. As technology progresses, administrators, educators, and students will need to adapt to the age of technology. These technological advancements will enhance and support the learning progress for a wide range of students. E-books will provide additional assistance for students with learning disabilities. E-books will benefit multiple aspects of the educational community. Undeniably, e-books will advance and enhance the education of digital natives.
References:
eBookMall. (2000-2002) David Hornbrook. Retrieved July 21, 2008 from
http://www.ebookmall.com/alpha-authors/David-Hornbrook.htm
HowStuffWorks. (1998-2008) Retrieved July 22, 2008 from
http://computer.howstuffworks.com/municipal/wifi.htm
Nelson, Mark. (2008) E-books in Higher Education: Nearing the End of the Era of Hype?.
Educause Review. Retrieved July 23, 2008 from http://connect.educause.edu/Library/EDUCAUSE+Review/EBooksinHigherEducationNe/46314?time=1217009164
Palm, Inc. (2002) Palm Digital Media Announces Education Purchase Program as Demand
Grows for eBooks and eBook Authoring Tools in Schools. Retrieved July 23, 2008 from
http://www.palm.com/us/company/pr/2002/111302.html
Shkolnikova, Svetlana. (2008) Online ‘open textbooks’
save students cash.
Retrieved July 23. 2008. from http://www.usatoday.com/news/education/2008-07-09-open-textbooks_N.htm?csp=34
Van Winkle, William. (2002) E-books for Little Hands. PC Magazine. Retrieved July 21, 2008
from http://www.pcmag.com/article2/0,2817,64336,00.asp