Thought Textbooks Would All Be Gone By Now? Well, Think Again

In comparison to a few years ago, children in many schools in California now have one less heavy book to carry in their backpacks. Instead of traditional textbooks, they use Pearson Education Inc.’s "digital path" for their elementary history and social sciences curriculum. Since its approval by the state school board in November 2005, approximately half of the state’s students have purchased this series, which combines online multimedia resources with slim printed workbooks. This transition towards digital resources may seem like a logical step for textbook publishers considering that K-12 students often carry cellphones, iPods, and laptops with them. However, the adoption of all-digital curriculum materials is still not widely implemented.

The major publishers in the elementary and secondary market, which is valued at $6.2 billion, are cautiously navigating through various obstacles such as educator preferences, student access to technology, and state and local textbook-adoption practices. These factors, when combined, are slowing down the expected rapid shift from printed textbooks to digital delivery. Despite predictions that printed textbooks would become obsolete over the years, they still remain popular among educators due to their portability, abundance of information, and durability.

Currently, textbooks are deeply ingrained in most schools as they are considered a concise representation of the curriculum, a helpful tool for teachers, and an essential part of the school experience. However, printed textbooks receive criticism for their high cost, the physical strain they cause to students, and the environmental waste produced when they are replaced every six or ten years. One reason why digital instructional materials have not been widely embraced by teachers is because they lack sufficient training in technology. For instance, a science curriculum called the Full Option Science System, developed at the University of California, Berkeley, under a grant from the National Science Foundation, has not been widely adopted in many California districts due to the need for extensive teacher training.

In addition to teacher preferences, limited access to technology is also hindering the adoption of electronic alternatives to textbooks. Not all students have Internet-connected computers readily available at home, and schools often lack convenient access to technology within classrooms. A survey conducted by two market-consulting firms in education reported that 66% of curriculum directors believe that having a reliable technology infrastructure is the most crucial factor in adopting a primarily digital curriculum. This survey also revealed that curriculum directors expect schools’ expenditures on digital supplemental materials to triple in the next five years.

Overall, the shift towards digital resources in education is still progressing at a slow pace due to various challenges such as educator preferences, limited training in technology, and inadequate access to technology. Nonetheless, there is an increasing recognition of the potential benefits of digital curriculum materials, and schools are expected to invest more in digital resources in the coming years.

The association claimed in a 2004 policy document that the panels generally do not agree with the pricing models preferred by publishers. Mark Schneiderman, SIIA’s director of education policy, stated that this represents the current viewpoint of the group. States with a state adoption list typically require materials to be sold at a fixed price for the complete adoption cycle, usually six years. However, publishers want the ability to increase prices as their costs rise in order to provide updated and improved resources. Ms. Givens, who oversees the textbook adoption process in Texas, mentioned that Texas, California, and Florida are actively trying to increase the use of electronic materials. The Texas State Board of Education has enhanced the technological capacity of its textbook review panels by making digital materials accessible through the state’s regional education-services centers. Ms. Givens emphasized the responsibility of adoption committees to ensure that digital materials meet the academic-content standards of the states. Publishers must go through the approval process if they want to change the content. However, Ms. Givens added that school districts can use digital materials not on the state list and can apply for a waiver to receive state funding for their purchase.

Jim Hysaw, the executive administrator of technology at the Garland, Texas school district, mentioned history instruction as an example of an area that would benefit from digital textbooks that can be updated electronically. He expressed dissatisfaction with the CD-ROMs included with print textbooks, citing their lack of standard format and difficulty in installation. Mr. Hysaw hopes that affordable hand-held e-book devices or even iPods with screens will eventually be available for schools. He explored the production of a $100 electronic text reader through electronics companies in Taiwan, but the idea did not materialize. He believes that textbook companies are reluctant to provide digital textbooks. Other schools acquire digital content by partnering with virtual-course providers or small curriculum companies that offer all-digital course content. Educators highlight the interactive functions and embedded assessment tools that differentiate digital curricula from digitized textbooks. Students at the Cincinnati Virtual High School respond well to the digital curriculum presented to them. The school offers an individualized approach where students work on their courses independently in special learning labs, using digital curricula from APEX Learning Inc., under the supervision of subject-area teachers. The only printed materials used are novels and anthologies for English classes and required textbooks for some Advanced Placement courses. The digital format allows for flexibility, as students can learn with technology, with each other, and at their own pace. Not all students have access to computers and the internet at home, but they can download and print material in the labs or use local libraries. Mr. Schneiderman of the software association believes that publishers will follow the lead of educators when it comes to digital textbooks.

In essence, the association argues against the pricing models preferred by publishers, stating that the panels are unwilling to accept them. Mark Schneiderman, SIIA’s director of education policy, considers this to be the current standpoint of the group. States with a state adoption list require materials to be sold at a fixed price for the full adoption cycle, usually six years. However, publishers wish to increase prices as their costs rise in order to provide updated and improved resources. Ms. Givens, who oversees the textbook adoption process in Texas, explains that Texas, California, and Florida are actively working to include more electronic materials. In Texas, the state board of education has improved the technological capabilities of its textbook review panels by making digital materials available through regional education-services centers. Ms. Givens emphasizes that the adoption committees have a responsibility to ensure that digital materials meet the academic-content standards of the states. Publishers must go through the approval process if they want to make changes to the content. However, Ms. Givens adds that school districts can use digital materials that are not on the state list and can apply for a waiver to receive state funding to help with the purchase.

Jim Hysaw, the executive administrator of technology at the Garland, Texas school district, uses history instruction as an example of a subject that would benefit from digital textbooks that can be updated electronically. However, Mr. Hysaw is not impressed with the CD-ROMs included with print textbooks, as they are not in a standard format, difficult to install, and rarely used. He hopes that affordable hand-held e-book devices or even iPods with screens will eventually be available for schools. Mr. Hysaw attempted to explore the production of a $100 electronic text reader with electronics companies in Taiwan, but the idea did not work out. Furthermore, he believes that textbook companies are hesitant to provide digital textbooks. Some schools are acquiring digital content by partnering with virtual-course providers or smaller curriculum companies that offer all-digital course content. These digital curricula include interactive functions and embedded assessment tools, making them different from mere digitized textbooks. Students at the Cincinnati Virtual High School respond positively to this digital curriculum. The school offers an individualized approach, allowing students to work on their courses independently in special learning labs, using digital curricula from APEX Learning Inc., under the guidance of subject-area teachers. The only printed materials used are novels and anthologies for English classes and textbooks required for some Advanced Placement courses. The digital format facilitates flexibility and allows students to learn with technology, in collaboration with peers, and at their own pace. While not all students have computers and internet access at home, they can download and print materials in the labs or use local libraries. Mr. Schneiderman of the software association believes that publishers will follow the lead of educators when it comes to digital textbooks.

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