Why laptop schools still use printed learning materials: a theoretical and empirical discussion

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

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

3. Structure • Laptool schools with printed books! • Learning and the needs for textbooks • Formal status of textbooks • Discussing delivery modes

4. Laptop schools

5. 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

6. 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 post-processing of book reading. • Inan et al (2010): teacher readiness crucial (beliefs, professional development)

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

8. Learning

9. Information Selection Information organisation Information integration Learning MM presentation Working Memory Sensory Memory Long Term Memory Prior Knowledge VerbalModel Hearing Sound Words Integration Organisation Looking Image Images VisualModel Mayer (2001) and Paivio (1986)

10. Learning MM presentation Working Memory Sensory Memory Long Term Memory • ROLE LEARNING MATERIALS • Multi-sensorial • Teacher versus learnerdeveloped, gathered, selected, … • Complex, authentic versus accessiblebylearner • Contextualized • Manipulable • Interactive (e.g., simulation data entry) • … Prior Knowledge VerbalModel Hearing Sound Words Integration Organisation Looking Image Images VisualModel

11. Learning MM presentation Working Memory Sensory Memory Long Term Memory • ROLE LEARNING MATERIALS • Possibility to select/reselect • Possibility to store, review, .. • Possibility to (re)view multiple representations • Navigationpossibilities (e.g., in audio, video, animations, …) • Learnercontrol • … Prior Knowledge VerbalModel Hearing Sound Words Integration Organisation Looking Image Images VisualModel

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

14. Research e-books • Annand (2008) review of the literature: • Most students simply print the eBook. • 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.

15. 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

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

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

18. 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 • …

20. 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.

21. Learning MM presentation Working Memory Sensory Memory Long Term Memory • ROLE LEARNING MATERIALS • Communicating and presenting to others • Reporting • Repeating/rehearsing • Exercising • Testing • Assessing, evaluating • Getting/givingevaluative feedback (feedback, feedup, feedforward) • … Prior Knowledge VerbalModel Hearing Sound Words Integration Organisation Looking Image Images VisualModel

22. 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 …

23. 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.”.

24. Formal status of textbooks

25. 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

26. 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).

27. Discussing delivery modes

28. 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.

29. 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?

30. 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.

31. 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

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