Technology in Education: Interactive Textbooks Concepts and Possibilities
Starting Premises:
Demands of a
world-classed education system
We desire to learn what is relevant to us.
Meaning / Relevance justifies learning.
Relevance isn't the same as Real-life.
Action Psychology
How to make inquiry happen?
How does technology fit in education?
- Are textbooks today necessarily interactive?
- Are the interactive textbooks necessarily effective in promoting inquiry?
CONTENT on sound pedagogy will drive the learning process.
Lesson quality cannot rely on the presence of a stable internet infrastructure.
Technology in Education:
Interactive Textbooks:
Concepts and Possibilities
Starting Premises: Hong Kong & Singapore's Education System against the world
Singapore and Hong Kong:
Top two English-speaking territories for Science and Mathematics in K-12 grades
Ranked by the Programme for International Student Assessment (PISA).
http://ourtimes.wordpress.com/2008/04/10/oecd-education-rankings/
Our Experience with Interactive Textbooks & Games
Winner of BESSIE 2011 & EDDIE 2007 Awards
Endorsed by Rodger Bybee, Chair of PISA 2006 Expert Committee
Awarded tender by National Crime Prevention Council (2010): Multiplayer Game on Cyberwellness
Winner of MOE’s Next Generation Interactive Textbook Project
Licensed amBook® to one of Australia’s biggest elearning player
FutureSchool@Singapore partner, developing Next-Generation Interactive Textbook & Multi-touch games for Crescent Girls’ School / Multi-player online game for Hwa Chong Institution
Textbooks Authored
Constant state of Inquiry
Involved in the process of learning and Understands what he/she is learning.
Our Work on Ted-Ed
A student in a world-classed education environment is an ACTIVE STUDENT
Our Textbooks (Science) for the PC and Mobile Device
Presented by Eric Lam
Amdon Consulting (Singapore)
Werkz Publishing (USA)
Testing the Concept:
Awards and Endorsements
Science doesn't always have to be dry, and amBook proves it.
Nearly every 'page' of this software is packed with videos, animations (many of which are interactive) and fun 'stuff' for students to do on their own, or for teachers to use in classroom.
Rodger W. Bybee, Ph.D.
Chair, Science Expert Committee, PISA 2006
Pioneer of BSCS 5Es Instructional Model
In my view, amBook hit the mark for science teachers making the transition to 21st century instruction….
a 21st century response to a 21st century vision.
The approach amBook has taken is a major step forward for the science education community. Here is a bridge across the digital divide, one that leads to better science teaching and enhanced learning for all students.
Level Four
Student-initiated questions & methods to explore them
Level Three
Questioning one’s own assumptions & testing them further
WHY would I WANT to Learn anything?
I see the Meaning in what I am supposed to learn (Relevance)
Being Authentic is not the same as being RELEVANT to a student
EG: NUTRITION IN HUMANS
Good resources may begin with contexts that associate Death from computer games due to not eating to introduce Human Nutrition.
Real-life but NOT RELEVANT.
Environment
Action: special class of behaviour that is intentional, goal-directed, organised and purposive
Interaction
Action
The existing interaction is no longer perceived as sufficient to meet the needs or goals of the person
A more rewarding relationship is subjectively perceived or anticipated elsewhere
A pleasant state is perceived to cease.
Why do we ACT?
Person
Engagement is not the same as having fun...
FUN?
The information is easy to understand
(Accessibility)
I get to explore what I am learning
(Curiosity)
I am able to prove to others what I have learned
(Performance)
Level Two
Data provided, students NOT told how to analyse
Predict-Observe-Explain based activities
Level One
Data provided, students guided in analysis
Can textbooks promote inquiry?
What does inquiry look like
Where are we today in interactive textbooks for the mobile device?
EXPLORE
ENGAGE
EXPLAIN
5Es
Instructional
Model
ELABORATE
EVALUATE
The SAMR Model
Integrated with workgroup and content management software (eg. collaboration etc)
Tech allows for creation of new tasks, previously inconceivable
Redefinition
Modification
Integrated with email, spreadsheet, graphing, image management etc
Tech allows for SIGNIFICANT TASK DESIGN
Transformation
Enhancement
Basic functions (eg. cut&paste, spellchecking, paragraphing) used
Augmentation
Tech acts as direct tool substitute, WITH functional improvement
Word process used like a typewriter
Substitution
Tech as direct tool substitute, with NO functional change
As We May Teach: Educational Technology, From Theory Into Practice
by Dr. Ruben Puentedura
...into the elements
Discrepant Events that are RELEVANT & ENGAGING
Will students get their friends to read the textbook?
Will they try the exercises ahead of the lesson --- flipping the classroom?
Opportunities to EXPLORE concepts
Questions / Tasks to
EVALUATE understanding
Facilitates formative and summative assessments
Inquiry-based Pedagogical Framework
Endorsed by experts
Accurate and adequate
EXPLANATIONS
Tasks that challenge learners to
APPLY & ELABORATE
Will students pose questions with a framework, context and focus?
Will they ask questions that clarify their understanding?
Content Attributes
EXPLORE
ENGAGE
EXPLAIN
5Es
Instructional
Model
ELABORATE
EVALUATE
PEDAGOGICAL FRAMEWORK
ACTION PSYCHOLOGY
What should a high-impact interactive textbook have?
Usage
Dynamics
Formative Assessment Facilities?
Lesson management facilities?
- Synchronised reading
- Live Class Grouping
- Live Polls, Quizzes
- Traffic Lights
- Question Bank tagged to Bloom's taxonomy
- Learning Outcome measurement
- Peer-reviewed Question bank
- Peer-to-Peer Gaming etc.
The Functions
Accessible & Manageable anytime, anywhere, any mobile device?
Collaboration Opportunities?
iPads, Androids, online / offline / remove access
Forums, Live Polls, Peer-to-peer gaming
Chat / Communication Facilities?
Chat, Forums
the hot potato...