TEXTBOOK DEVELOPMENT 11

CC6553
UNIT 9
FUTURE OF
THE TEXTBOOK

Prepared By: Shahzada Alamgir

(MPhil Education, PhD scholar)
INTRODUCTION
This unit deals with the futuristic of
textbooks, e-learning and their
designing/development processes.
It opens the vistas of new approaches or
shows horizons of the great pedagogical
aspect of the textbooks.
The unit elaborates two aspects:
(1) the future of textbooks that might be e-
books and
(2) the future of ebooks that may go beyond
e-book format.
OBJECTIVES
After studying this unit you will be able
to:
1. know the activities being done in the
development and evolution of textbook
that will be a fruit in future;
2. understand the futuristics of textbooks
and even the future of eBooks; and
3. become a part of future textbook
developing process.
1. Beyond the Textbook
1.1- The End of Textbooks?
1.2- E-book in the Classroom
1.3- Textbook of the Future
1.4- Phoenix Rising
1.5- History Textbooks, Future
1.6- Tomorrow’s Teacher
1.7- Well Prepared for the Future?
1.1- The End of Textbooks?
Who was it that said, "Build a better mousetrap and the
world will beat a path to your door"?
Technical innovation presumably pursues efficiency. But
efficiency is only one small aspect of total cost reduction.
Parents, school boards, and taxpayers understand
textbooks. They revere them, particularly in schools where
reading achievement is low.
In fact, much curriculum is counterproductive to learning.
Study some
Modern linguistics, read about language acquisition, then
wonder about using Warriner's Grammar to learn
anything!
1.1- The End of Textbooks?
Paperless digital textbooks, or e-
textbooks, don’t have these problems.
They cost significantly less than
traditional textbooks, are relatively
vandal-proof, and many can be regularly
updated online.
E-textbooks can incorporate video,
online connectivity, and other features
that can’t exist on the printed page.
Three Main Hurdles for eBooks
Hurdle #1: The textbook-adoption
In most states, if you’re a K–12 administrator
trying to make the transition to digital content,
you’ll quickly hit a bureaucratic wall.
All of your state’s education financial systems
are likely geared to adopting and purchasing
just one textbook a year.
All of your state’s education financial systems
are likely geared to adopting and purchasing
just one textbook a year.
.
Hurdle #2: Truly ubiquitous laptop
computing
When the dream of a laptop on every student’s
desk becomes a reality, digital content will be
in high demand—and viewed as a necessity.
But unlike higher-ed and private K–12
institutions, where students buy their own
laptops, many public-school systems cannot
afford a robust computing environment.
Nonetheless, things may be looking up for K–
12 public schools. “
.
Hurdle #3: Wider adoption of distance-
learning teaching models.
 Some states, with the assistance of technology,
lately have adopted teaching models that would
have been deemed wildly experimental just a
few years ago.
1.2- E-Books in the Classroom:
Until recently, classrooms had remained
virtually unchanged for nearly a hundred years
The trend is continuing, and the next casualty
of the technological revolution appears to bethe
printed textbook.
1.3- Textbooks of the Future
 Just watch the eight-year-old children at your local
elementary school pulling their backpacks (now on
wheels).
 (1) Important to most teenagers, is the fact that the
Information glows, it is electronic. Pages are turned with
a digital button, expanded, shrunk, and even thumbnalled.
 (2) The entire textbook can be digitally searched. This
has since a student can answer the questions at the end
of each chapter much more quickly. He may also been
Intrigued by the fact that he can identify key terms, search
the textbook, and examine the changes in meaning across
the chapters.
1.4- History Textbooks’ Future
Examined clinically, as if studying a rare artifact
from a long-lost world, public school history
textbooks are fascinating.
Peering inside, the historian would see narrow
and shortened columns of text. For the narrative
competes with an abundance of colorful
graphics, text sidebars and suggested exercises.
The striking feature, he would discover about
history textbooks of 2005, is not weight, not
visual busyness. The salient feature of the
history textbooks of the long-ago
1.5- Tomorrow's Teacher
The posting below provides some interesting facts
while also raising some important issues
regarding student and faculty use of textbooks.
First, that the increases in textbook size and price
result in part from increases in knowledge and
improvements in pedagogical design.
Some teachers explain the pattern as a result of
students' growing aversion to reading.
Some students explain the pattern as a result of
tests and exams that focus primarily on material
covered in class.
. Many teachers still own most of their
college books -- textbooks and others.
We keep many of those books carefully
packed in cardboard cartons and move
them from house to house without ever
opening the cartons.
Display in our homes and offices shelves
full of books from our undergraduate and
graduate days -- books that we haven't
touched in decades.
1.7 Future of The Textbook?
What is the future of the textbook? More
varied options available to
More varied teachers and learners?
Different versions for "distant" students vs.
Classroom students? How will new
knowledge of various learning abilities and
Styles influence textbook design and
options? Various teaching abilities and
styles? "Globalization" of higher
education?
1.8-Well-prepared for the Future?
Let our children go equipped with all the advantages
modern technology has to offer.
1.7.1-It must Come to Pass
It must Come to Pass And so we must have realized, if
ever we paused to ponder, that this surely must come to
pass:
A textbook contains a limited number of pages of
information about one school subject.
If we say that a textbook is like a bright and shining star,
then a laptop
Computer is like the entire night heaven full of stars.
. 1.9 - Books will Still have a Place
The paper books hall a permanency while e-book is for a
decade or less than. But that won't happen.
Computers won't do away with all books any more than
the invention of rollers and spray rigs did away with all
the old-fashioned paintbrushes, any more than electric
saws caused all handsaws to disappear.
What computers will do is add another huge dimension to
the book
Concept. Laptops or palmtops/mobiles will make it easier
and faster for students to find out more and understand
more and do more.
As with any major advancement or big change, we can
expect to encounter some problems when switching from
textbooks to computers.
 2-THE FUTURE OF E-
TEXTBOOKS
On college campuses and high school classrooms, the
full-blown digital revolution is still a few semesters
away.
A student reading an e-textbook on a computer screen
can do more than just click on a word and get a
dictionary definition.
Audio and video plug-ins allow for pronunciation guides
and clips of lectures.
Other functions enable
Students to highlight, type notes in the margin of the
text, take quizzes, and interact with their professors.
2.1- What Might Future Textbooks Look
Like?
 2.2- Future of Online `Textbooks' and Modules
 Electronic textbooks will contain animation and
sound...They will not just contain references to
sources but will contain the sources...with
multidimensional links.
 They will let the user try alternative analyses of data
and annotate and augment the documentation...making
the electronic book a `living document.
 Textbooks have long been crucial to education
because they organize information and make it
convenient and manageable for learners.
.
2.2.1- Notes on Context: The emergence of digital electronic books
reveals future possibilities and problems.
 Itis explained that this will be no substitute for an MIT education on
campus where students and teacher cooperate in the creation of
knowledge as well as in learning how to do creative thinking and use it.
2.2.3-"Textbook" Tailored to Learner and Subject:
A report said that handheld devices would soon move computers from
personal to intimate as a new generation of wireless networking begins
to keep everyone connected all the time:
In the future, the e-book “can change for each reader and each
reading.”
2.2.4-Preparing Better for Higher Livelong Education
 The 21st century, we hear it said, will see a fusion of the real world and
the world of media. The book, even that on computerized paper, could
`burst from its confines and undergo a profound transformation.’
 2.3- An Electronic Tutor for the Whole
World
a learner could live out alternative solutions to
potentially violent situations, or to the
implications of moral versus immoral behavior.
`tutor’ could engage learners with questions and
interaction while something is being constructed.
Also the computer system could build a `map’ of
each learner’s strengths and weaknesses. The
automated tutor can then “exercise weak spots
by tailoring problems to strengthen them.”
2.4- Open Textbooks and Open
Access..1
What is Open Access?
To further the development of knowledge,
scholars require access to relevant scholarly
literature
(a) “Open Access” Defined
There are a variety of definitions of "open
access," and the concept is still evolving;
however, several key documents, which build
upon each other, collectively comprise the best
current definition of this term.
 2.4- Open Textbooks and Open Access ..2

The literature that should be freely accessible online is

that which scholars give to the world without
expectation of payment.
Primarily, this category encompasses their peer-
reviewed journal articles, but it also includes any
unreviewed preprints that they might wish to put
online for comment or to alert colleagues to important
research findings.
There are many degrees and kinds of wider and easier
access to this literature. By "open access" to this
literature, we mean its free availability on
.
(B) Open: Accessibility
Open educational resources are an interne phenomenon,
because currently only the internet can offer the almost
zero-cost and universal access that characterizes OER.
 Wider Use of ICT Inspired Open Course Sharing
 MIT’s OCW in 2002

Only syllabus and lecture notes

 MIT’s OCW now 1. An international consortium-
includes over 75 universities in 21 countries
 2. MIT Courses can be “modified” by a consortium
member
 3. Delivery/credits entirely administered by the member
Future ebooks Modal
3- IMPORTANT POINTS

 1. It is not the end of textbook.

 2. Futuristics is a science to define something as it will be in
the future.
 3. CD’s are still entertainment rather a serious source.
 4. CD’s are economical and last for much time.
 5. The school curriculum will soon adopt e-textbook.
 6. The trend of change is continuing. Digital Owl is a software
company, 1st to venture into the digital textbook market. 7.
Print may have the advantage, Gabriel Frommer (1998)
stated it but children are growing to like electronic textbook.
8. Wizeup.com sells e-textbooks to the college market.
 3- IMPORTANT POINTS
9. Textbook publishers are pressurizing to retain paper book in the
schools for their business only.
10. Textbooks of the future may be entirely different from existing
CD’s.
11. Digital information is rich, interactive, interconnected,
expressed compellingly.
12. Phoenix is a university, a major player, using e-textbook and
internets.
14. Globalization of tutor and textbook is the future of e-textbook.
15. In future the textbooks will be linking many points of view
16. There may be an electronic tutor for whole of the world
(ELTIS).
ANY QUESTION …..?

THANK YOU….