Exploring Student and Teacher’s Perception of E-textbooks in a Primary School. Explorando la percepción de estudiantes y profesor sobre el libro de texto electrónico en Educación Primaria

Gisbert-Cervera, Mercè and Minelli-de-Oliveira, Janaina and Camacho-i-Martí, Mar Exploring Student and Teacher’s Perception of E-textbooks in a Primary School. Explorando la percepción de estudiantes y profesor sobre el libro de texto electrónico en Educación Primaria. Comunicar, 2014, vol. 21, n. 42, pp. 87-95. [Journal article (Paginated)]

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English abstract

The potential of technology in digital society offers multiple possibilities for learning. E-books constitute one of the technologies to which great attention has to be paid. This article presents a case study on the perceptions held by a teacher and his students on the use of E-textbooks in a primary education classroom. It examines students’ meaningmaking practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered a multimodal learning space, where virtual, physical and cognitive environments overlap, allowing students to negotiate meaning across multiple contexts and reflect upon it. Results show that e-textbook users’ perceptions greatly depend on the institutional culture in which they are embedded. While the adoption of E-textbooks does not necessarily mean a transition from traditional textbooks to E-textbooks, students and teachers may develop a more demanding range of criteria which must be met by e-textbook providers. By doing this, e-books become a real alternative to free internet resources. Although E-textbooks favor a communicatively active style of learning, there are still real challenges to be overcome by publishers so that E-textbooks do not become the next forgotten fad.

Spanish abstract

El potencial que posee la tecnología en el marco de una sociedad digitalizada supone también múltiples oportunidades para el aprendizaje. Los libros electrónicos constituyen una de esas tecnologías a las que hay que prestar especial atención. En este artículo se presenta un estudio de caso sobre la percepción de un profesor y sus estudiantes sobre el uso de un libro de texto electrónico en un aula de educación primaria. Se examinan prácticas de construcción de significado y actitudes mientras se realizan actividades con un libro de texto electrónico. El aula se considera como un espacio de aprendizaje multimodal en el que se solapan entornos como el virtual, el físico y el cognitivo. Los estudiantes negocian significados en múltiples contextos, reflexionando durante el proceso. Los resultados demuestran que la percepción de los usuarios de los libros de texto electrónicos depende de la cultura institucional en la que están inmersos. Cuando su adopción no significa una transición de los libros de texto tradicionales a los libros de texto electrónicos, existe una gama más exigente de criterios a fin de que puedan convertirse en una alternativa real a los recursos disponibles en Internet. Pese a que los libros de texto electrónicos favorecen un estilo activo y comunicativo de aprendizaje, aún existen desafíos reales que las editoriales deben superar para que el libro de texto electrónico no se convierta en una moda pasajera.

Item type: Journal article (Paginated)
Keywords: E-book, textbook, multiple literacy, semiotic, Interaction, teaching resources, ICT, collaborative learning
Subjects: C. Users, literacy and reading.
Depositing user: Alex Ruiz
Date deposited: 10 Jan 2014 09:52
Last modified: 02 Oct 2014 12:29
URI: http://hdl.handle.net/10760/21081

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