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ToolsNourie, Kristi (2021) Expansive learning during pandemic teaching:Collaborative digital textbooks in secondary biology courses. In: European Conference on e-Learning. Proceedings of the European Conference on e-Learning, ECEL . Academic Conferences International Limited, pp. 608-616. ISBN 9781914587191
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: This paper presents partial findings from a larger mixed methods case study that explored a high school biology teaching team’s pedagogical approaches to engaging with electronic textbooks (e-textbooks) in face-to-face, online, and hybrid teaching environments during the Covid-19 pandemic. Despite a growing body of literature on electronic textbooks, most researchers have used quantitative methods to understand users’ implementation of and satisfaction with this technology, and have done so in higher education settings. Largely absent from the literature are accounts of how different affordances associated with e-textbooks are employed as pedagogical tools in general and their use in secondary schools more specifically. Conducted within the framework of cultural-historical activity theory, the project captured evidence of the tensions associated with three cycles with regard to the teachers’ use of the e-textbook as classes moved from one learning environment to another. Data collection was conducted over an eleven month period that spanned two school years; data were generated through close- and open-ended questionnaires as well as document analyses. Two of the three documents occurred naturally in different phases of the teaching process while the third provided the historical context out of which one of the others developed and the social context in which it had been situated. The preliminary findings presented in this paper suggest that technical competence and content knowledge do not guarantee pedagogical prowess with education technologies, even those that teachers have used for years, as was the case in this study. The findings further suggest that there is a need for robust pedagogical practices that support the use of e-textbooks and their tools beyond replicating the use of physical textbooks. Such practices did not develop as a result of familiarity with the e-textbook or changes to the environment that positioned the e-textbook for a more prominent role, suggesting a need for specialised training.
| Item Type: | Book Section |
|---|---|
| Uncontrolled Keywords: | activity theory,case study,e-textbooks,secondary school,teachers,tools,education,computer science(all) ,/dk/atira/pure/subjectarea/asjc/3300/3304 |
| Faculty \ School: | Faculty of Social Sciences Faculty of Social Sciences > School of Education and Lifelong Learning |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 19 May 2025 15:30 |
| Last Modified: | 19 May 2025 15:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/99301 |
| DOI: | 10.34190/EEL.21.068 |
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