1. Emerging Technology e-Readers Michael Tydings Dr. Bacon ITEC 7445

2. e-Readers: What are they?  Small, hand held apparatus that gives access to thousands of texts in a digital format almost instantly  Basic purpose is to provide texts to students  Advanced purposes include additional support to readers like read-to features, note taking/sharing, and built-in dictionaries  Examples include, but are not limited to, Kindle, Nook, Kobo, and tablets (like the iPad)

3. Cobb County Technology Vision  Students will use next generation technology tools to access, analyze and apply increasingly complex information to draw conclusion[sic] and make informed decisions.  Student learning will be enhanced through open access and equitable distribution of online communication tools and information resources.  Students and teachers will be technologically literate

4. Support of Cobb County’s Vision  Students will use next generation technology tools to access, analyze and apply increasingly complex information to draw conclusion[sic] and make informed decisions.  e-Readers are part of the next generation of reading. The ability for teachers to download specific documents to students’ devices means a teacher can differentiate by readiness (reading level), by interest, or by content. “Increasingly complex information” will be easily delivered to students.

5. Support of Cobb County’s Vision  Student learning will be enhanced through open access and equitable distribution of online communication tools and information resources.  As of now, only students who can afford an e- reader bring them to school. If the district supports all students using e-readers rather than adopting new textbooks, it is ensuring “open access and equitable distribution of online communication tools and information resources”

6. Support of Cobb County’s Vision  Students and teachers will be technologically literate  In order for students and teachers alike to be literate with technology, both groups need to use them on a consistent basis. Using e-readers in, not just English classes, but all classes will support the idea of the school being “technologically literate”

7. Age Levels  For initial implementation, the plan would be for high school students only. It is important for elementary and middle school students to learn the basic skills of reading: table of contents, indices, copyright information, using a dictionary and its resources, etc. These are much easier taught with a traditional book.  The vast array of reading selections available would match the wide range of reading levels of students in a high school.  Books are not as cumbersome for elementary and middle school students, but high school students would benefit from the size and number of textbooks merging into an e-reader.

8. Access  Just like textbooks, all students must have access to an e-reader to remain equitable.  Teachers, too, need to have the same equipment students do so they are able to problem solve technical issues more readily.  Cobb County schools are already equipped with BYOD internet access; the e-reader will be able to download any content necessary at school for students to read at home, regardless of internet access issues at home.

9. Requirements for Implementation  Purchase of e-readers  Purchase of protective cases  Purchase of e-textbooks  Purchase of headphones for students with IEP requiring read-to  Purchase of educational apps (if necessary)  Implementation of a “distribution center”  Something like Kindle’s Whispercast, which allows a large group of Kindles to be controlled through a central location (allowing internet access, downloads, etc.)

10. Technical Support  Amazon’s website has web pages dedicated to support.  Whispercast has its own pages to help the local Kindle administrator manage and deliver content. https://whispercast.amazon.com/ https://whispercast.amazon.com/  Though the Kindle is incredibly easy to operate, professional development sessions would be recommended so teachers understand the device’s capabilities and learn to plan instruction while incorporating these capabilities.

11. Limitations  Money: a cost analysis study needs to be conducted regarding e-readers and textbooks.  Money: student responsibility? Will e- readers be an easy target for theft?

12. Cost  According to its website, Amazon’s lowest level Kindle is $69.  Cannot find a bid on Cobb County’s Procurement Services Department bid list to see an educational and bulk discount  Amazon will only give information to people authorized to make decisions for purchases of over 500 Kindles. (I tried)

13. Funding Sources  Instructional Technology Recurring Software Budget  SPLOST  Technology upgrades come from this source.  Textbook money  Rather than spend money on textbooks every 5 or 6 years, textbook money can be used to buy e-readers, e-textbooks, and novels.  Comprehensive textbooks do not have to be purchased for every subject (especially English); copyright laws allow for anything written before 1923 to be downloaded for free.

14. Content and Technology Standards  All subjects that use textbooks to support content standards would immediately be supported by e-readers.  Critical Thinking, Problem Solving, and Decision Making  While not related to content, e-readers can have analytical thought games/exercises downloaded for students to practice critical thinking skills (Pixel Perfect, Grid Detective, Thread Words, crossword puzzles).  Technology Operations and Concepts  In order to understand how to use technology, students need to actually use them on a consistent basis.  Research Information and Fluency  Students can use e-readers to gather their own reading materials for research, evaluating their sources, and use appropriately.

15. Differentiation  e-readers have read-to capabilities for students who require the accommodation…this would enable the accommodation at home  e-readers can have different reading levels assigned for the same content  e-readers can have text enlarged for visually impaired students  e-readers have accessible dictionaries for ELLs and every student  e-readers are incredibly light compared to textbooks for students with physical disabilities

16. Communication  Biggest deficiency of affordable (low level) e-readers  Not much use for communication locally or globally, among students, teachers, or parents other than Wi-Fi access

17. Research  Weisberg: no effect on student performance over a semester (several groups of students using different types of e-readers with a control group using paper textbooks)  Pattuelli and Rabina: convenience and portability is a major factor in enhancing the reading experience  Lai and Chang: convenience, compatibility, and media access aid in willingness to change from traditional books to e-books

18. Implementation Plan  Because research is lacking regarding productivity of e-readers, it would be fiscally responsible to run a few test classes before buying for the entire county.  Purchase 2 class sets for a few select schools in English classroom (2-3 schools and 2-3 teachers in each school).  Each teacher should have at least one class with e-readers (and students have the ability to take them home).  Each teacher should have at least one class with traditional textbook use.

19. Implementation Plan  Conduct semester and year-long studies analyzing the effectiveness on different variables, including test scores, reader enthusiasm, and task completion.  Decision to purchase for the entire county needs to be based on positive results of test classes.  Professional development needs to be scheduled multiple times throughout the semester, not just a one time orientation to the device.  Teachers need consistent support over a period of time before they are willing to incorporate something new on a permanent basis.  Focus should first be on how to use the device, then evolve into subject specific instruction for purposeful use in content areas.

20. Reflection  As much as I would like to put my full support behind e-readers for every high school student in Cobb County, I just can’t do it yet. I do not feel there is enough research to support spending potentially millions of dollars on a new technology simply because it is new technology.  It has not been verified through enough research that e-readers effectively improve student performance.  Even if performance remains the same, however, if the cost benefit of using e-readers saves taxpayers and the county money, they should be pursued.

21. Reflection  There is plenty of potential upside to using e-readers to warrant research on the idea.  I would welcome the opportunity to be a test class so I could get first hand experience with the e-readers.

22. Sources