Today’s guest post is by Alia Grey . Alia is an Associate at TriplePoint PR. She graduated from California State Varsity , Chico in May 2012 with a qualification in journalism and press. She debates the changes happening in textbook publishing and what is in store for generations to come of scholars.
As one standard publication after another goes digital, there remains a fantastically lucrative industry that has not been successfully plugged into as yet : digital, interactive textbooks. Early e-textbooks have appeared over the last couple of years but still have not reached established adoption. One first challenge was that early versions weren’t awfully advanced. Sure, there are widely available digital variations of conventional textbooks, but very often, they’re simple copies of the same text in a PDF format. In an environment where many scholars still enjoy the physicality of holding a book, straight digital copies without helpful or effective features that use the digital format aren’t always a captivating or reasonable option. Interactive textbooks exist, and are getting better and getting more far-ranging thanks to advancements from firms like Inkling and Apple, but the academic world still has to mostly adopt e-textbooks. These interactive textbooks offer plenty of features built to reinforce learning experiences like : video and audio capacities, study group social networking, quizzes, study guides and more.
The New Classroom
This new use of technology could change the way scholars engage.
So what still has to happen for e-textbooks to take off successfully? Maybe one of the interactive textbook’s hurdles lies in the title itself. Interactive textbooks add to the learning experience in a fashion that the conventional textbook can’t.
In this situation, is the organisation with the language of ‘textbook’ too robust? These programs are supposed to serve as interactive learning experiences above all, backed by the info of a normal textbook.
They’re a leading edge approach to education, but the language of the title may not convey that. Maybe interactive textbooks do not need the particular word ‘textbook’ in the title. The adoption of an interactive learning environment is worth considering also.
Often curriculum is basically primarily based on the selected text materials on the professor’s end. In this situation, changing the text so radically means a change in the way the lecture room operates in total. If the interactive features are really exploited, the conventional learning experience will shift also.
The Digital Divide
Another stumbling block of far-ranging adoption is the digital divide, which is the irregularity between people who own or have accessibility to obligatory devices, and those that don’t, or can’t afford them. This is a central issue to adoption of interactive textbooks through a complete lecture room. One of the more attracting sides of interactive textbooks is the facility to download and access them thru devices, like capsules or PCs. It’s convenient, compact and modern. Though device possession has become even more far-ranging, the issue of the digital divide is still topical. To people who already possess a device to host the interactive textbooks, the price point of these “textbooks” is lower. But tutors still can’t expect all scholars to get access to a machine. Interactive textbooks have a variety of services to supply education, but require aid convincing the larger arena of education to make the switch first. Will lecture rooms get more interactive overall? Will faculties find the finance for and then purchase more devices for school room use to cut back the digital divide? It has still to be seen, and these are both applicable questions publishers have to ask themselves, whose answers may bring interactive textbooks into a widely adopted fact.