textbooks 2010: paper & digital uses in lower secondary schools (tns sofres/savoir livre survey)...
TRANSCRIPT
Textbooks 2010: paper & digitaluses in lower secondary schools
(TNS Sofres/Savoir Livre survey)May 2010
Methodology
On-line survey to 750 teachers (1st & 4th grades of lower secondary schools) using - even occasionnally - digital textbooks.
Survey performed between april 15th and may 13th 2010
Sample profile
Public 84% Male 35% History-Geography 53% *
Private 16% Female 65% Mathematics 27%
< 35 years 30% Biology 7%
ZEP 13% 35-44 years 38% French 7%
Non ZEP 87% 45-54 years 20% Foreign Languages 9%
55 years & more
12% * Total above 100% (teachers declaring several topics)
2
Access to computers and other school equipments
96% teachers use a computera computer in the classroom: 58% have access to a computer lent by the school, but 1 out of 2 shares equipments with other teachers and/or pupils.
Pupils get access to computers in the ICT room (81%) or in the school library (29%).
55% teachers are teaching in Digital learning Environment equiped schools.
Which computer are you using?
35%
10%
57%
39%
82%
95%
at least once a weekwebcamat least once a weekIWB/DWBat least once a weekvideoprojector
The main tool in the classroom is the videoprojector: videoprojector: more than 9 teachers out of 10 more than 9 teachers out of 10 use ituse it. 4 teachers out of teachers out of 10 use interactive whiteboards: 60% out of them use them at least once a week.
Do you use these equipments? At which frequency?
3
4%
58%50%
33%
no computer a computerlent by the
school
sharedcomputers(pupils &teachers)
my personalcomputer
Digital textbooks are very recent tools
8 teachers out of 10 have started teaching with a digital textbook in september 2009.
Over 3 teachers out of 10 use the digital textbook at each lesson.3 out of 10 use it very occasionnally.
This year82%
3 years and more
7%2 years11%
For how long have you been teaching with digital textbooks?
What is the frequency of your projecting digital textbook in class?
less often31%
at each lesson
35%
Every 3rd lesson
15%
Every 2nd lesson
19%
Maths : 73%Hist-Geo : 92%
Rich digital textbook: 44%Simple digital textbook: 26%
4
Teachers feel rather comfortable with either type of digital textbookA majority of teachers uses simple digital textbook, although it depends on topics: most history & geography teachers use rich digital textbooks. More than 8 teachers out of 10 feel comfortable with digital textbooks use. Simple digital
textbook54%
Both of them9%
Rich digital textbook
37%
Which digital textbook do you use (rich or simple?)
Maths : 70%Hist-Geo : 39%
Maths : 24%Hist-Geo : 51%
47% 47% 49% 50%
37% 34% 38% 44%
16% 19% 13% 6%
Total Simple Digitaltextbooks
Rich digitaltextbooks
Both (weak data)
Very comfortable
Rather comfortable
Not at ease
Feeling comfortable with digital textbooks in the classroom?
5
Teachers who experienced, both simple and rich digital textbooks are more at ease.
However, teachers encounter some difficulties…
…technical, mostly
34%30%
27%24%
22%
15% 16%
Technicalproblems: lowbandwidth,
breakdown risks
Lack ofequipment, lackof maintenance
Feeling insecurein case of
breakdown (quickswitch to print
requested)
Lack of globalview of textbook(unlike print one)
Texts displayingpoor lisibility
whenvideoprojected
Lack of dynamiclinks betweenparts of digital
textbook
Lack of trainingover digitallearning
resources
Difficulties encountered when using - or trying to use - a digital textbook
6
Digital textbooks: getting pupils’ attention & motivation and providing teachers «legal » tranquility
95% teachers declare pupils enjoy digital textbooks.
Benefits of digital textbooks vs print
Benefits of digital textbooks vs other DLRs
92%
63% 59% 55%44%
Gettingpupils'
attention
Use ofinteractiveexercises
Combinedifferent
medias overa uniquemedium
Lighteningschoolbag
weight
No moreforgottentextbook
77%
51% 49% 49%
Legallyavailableresources
Compliant withnational
curriculum
Structured andorganizedcontents
Access toreliable
pedagogicalresources
7
Digital and/or print: complementary uses
Digital textbooks main uses are for studying maps, pictures, diagrams and performing collective exercises in the classroom, although without leaving printed behind. Reading, evaluation and individual exercises remain widely on the print side.
Medium used for each activity
8
80% 79%73%
51%60%
50%41%
76% 79%86% 86%
77%84%86%
Studying picturesand photos
Studying maps,chronologies,
diagrams
Practicingcollective
exercises inclass
Practicingindividual
exercises inclass
Studying textsRevising lessonsPerformingevaluations
DigitalPrinted
The digital versions enhance textbooks added value
Digital textbook best at getting pupils’ attention, enhancing participation.
Very satisfactory
32%
Unsatisfactory12%
Rather satisfactory
56%Is complementarity between digital and printed textbooks satisfactory?
Which textbook is best at …
9
78%
67%
26% 23%16%4% 3%
19% 18%
35%
18%
31%
55%59%
49%
Catching pupils'attention, stimulating
their curiosity
Enhancing pupils'participation
Stimulating the desire tolearn
Motivating pupils to dotheir homework
Helping pupils memorizelessons
DigitalPrintedBoth
Near 90% teachers are satisfied with both media complementarity.
Towards a dynamic coexistence between digital and printed textbooks
Very few teachers think that digital textbooks will substitute print ones in the coming years. They foresee coexistencecoexistence between the 2 media, although with growing differences.
Very few teachers wish for the extinction of print (1 out of 10).
They will coexist in the
same way than today
20%
Digital textbooks
will substitute to
print ones12%
They will coexist but
with increasing differences
68%
Evolution of digital and printed textbooks within 3 to 5 years
8 teachers out of 10 trust educational publishers educational publishers to create and adapt digital learning resources to create and adapt digital learning resources
compliant with national curriculum. compliant with national curriculum.
10