The Rest of My Whispering on Textbooks

    I always hate being at technology conferences that focus too much on tools and not enough on learning.  I'm pleased that this conference wasn't one of them.  I attended one "tools focus" session, and that seems like the right ratio for me this conference. 

    Over the past three days, I've had some great conversations with folks from my district about tools and strategies and learning and teaching and "21st Century Skills" and lots of other buzzwords and whatnot.  But the big takeaway reminder for me at this conference is the reminder that most of what I want to do with students, and most of what I think the folks that came with me want to do, too, is to promote the progressive ideas of the 19th and 20th Century and (hopefully) the early 21st Century.  Conversations with Chris Lehmann really helped me to re-focus that in my own head (Thanks, Chris!).  We might not say it that way, but really, amidst all of the talk of computers and interactive whiteboards and Internet access, I think we want to create rich spaces full of relevant information for our students and teachers to be able to interact with and contribute to and ask questions of and be in awe of and concern about.  Sometimes, that means using computers.  Other times, it means using paper and pen(cil).  Still others, crayons, or perhaps clay or chemicals.  Or guest speakers.  Or whatever. 
    I think we just want to be able to offer teachers and students and administrators options for how to make their learning goals happen. 
    I was talking with one colleague this morning about textbooks and why we can't yet get rid of them.  I was having this conversation in whispered tones during a keynote speech, so I wasn't able to articulate my points as well as I'd like.  Since I know that he's now a subscriber of this blog (Hi, Jeremy!), as well as a soon-to-be new blog author himself, I thought it would make sense to further elaborate here. 

    I'd like to shut down the textbook flow tomorrow.  Textbooks are un-authentic ways for us to distribute information to teachers and students.  But, rightly or wrongly, they're the tools that we have.  In our current paradigm (I know - buzzword - but work with me here), they are also the tools that are not considered frivolous or unessential.  In a better paradigm, we would have ubiquitous access to the information streams around us.  We'd have a meaningful 1:1 program for every student.  We'd not have to beg, borrow and steal to provide sufficient bandwidth to all of our classrooms.  But we're not there.  Yet.
    As a language arts teacher, I preferred to use real-world, authentic texts with my students.  Newspapers, novels, magazines, literature anthologies and many other authentic texts are far better tools for helping students to navigate the information of the human experience, as well as the world of the media and popular culture.  These texts are real and not specifically designed for educational purposes - and I think that's a good thing.  We need to teach and learn about interacting in the world. 
  Specifically, as I think about providing the most information to students as possible, I think about the Internet.  (I bet that's no big surprise.)  The Internet is a full-on fire hose of information that I would much rather be using with students.  That information can be authentic, at least more so than a textbook can be. And we can take that information and fiddle with it before, during and after it hits the classroom in ways that maximize the authentic-ness AND the educational value of it.  Our students can and should be a part of this process, too.    1:1 shouldn't even have to be an argument.  But it is. 

    So when I say that I want to get rid of textbooks, but that I can't say let's get rid of them yet, that's more of what I'm trying to talk about.  We need to provide lots of good raw information to our students so that they can do all of the wonderful things that we want them to do.  Then we need to help them connect to and with that information and each other in some really authentic ways.  But since we can't provide that information authentically, for too many logistically complex reasons, we're stuck with textbooks, at best an inefficient information delivery system.  For now.  I hope we can change that soon.  I really don't believe it's that hard to do - once we decide we should be doing it.

Comments

[Jeremy]

Bud, I agree completely and am glad you elaborated more on this topic. In some ways the informational overload delivery system known as textbook makes our teachers lazy. This is why I could not stand using textbooks in the classroom so that is why I chose not too. The times I did use them were the days I felt lazy and uncertain of how to trigger the students in a different way. After attending this Nashville conference I am much more confident about the resources available to each of us outside of the textbook. These resources need to begin to be incorporated immediately into the hands of our teachers. We need to challenge each teacher and leaders to consistenly take risks and try new approaches using technology so we can become digitally competent.

With that said and understanding the "removal of textbook dilemma," I am encouraged what some of the inquiry-based science programs are doing with using a progressive inquiry approach to instruction embedded into the instructional resources they provide, whether textbook, multimedia, activity, etc.

I also just wanted to give a personal thankyou to Bud for helping me get started with blogging and also to connecting me to the ideas of others who understand the need and the how for change.

[Connie Masson]

Great commentary guys! I agree completely. What we need is primary sources and real world experiential learning in the "hands of life", but I'm an idealist at heart. What do we need to learn, where can we go to learn it, and how do we get there? And what a web of connections would happen if we could start that way and explore where ever the process led us. What energizes you? Wouldn't it be wonderful to study what ever that was and I wonder how many basic required skills would be learned along the way as a natural part of that learning. In the world today our avenues for exploring and learning are limitless. How can our teachers now facilitate those opportunities for our students, create a genuine love of learning and have the opporunity to learn as well in the process. Textbooks, library books and every other venue have there place. But we need to be able to provide the opportunity for our students to access the resources, whatever they are and however they best fit the world of that student's learning environment.

[J.D. Williams]

I agree with what you say.

I don't think this guy would, or at least he'd want you to keep the text books in the classroom: http://www.koco.com/news/10105982/detail.html
I'm pretty sure he didn't win the Oklahoma State Superintendent position.

I know my comment isn't very productive, but your post made me think about that article.

[Karen Janowski]

Bud,
Makes me wonder for whom are textbooks created? Why are they unquestionably accepted as instructional materials? Where is the research that validates their use for instruction and learning?
So again, for whom were textbooks created?

Not for students, as textbook use does not promote learning.
Not for students with print disabilities (for example, reading disabilities, physical disabilities, vision impairments) because the static text is inaccessible to them.
For teachers, because the curriculum in a box approach is believed to facilitate teaching?
For administrators, for what the purchase demonstrates to the school boards?
OK, it must then be for the textbook publishers themselves - for it is a multi-billion dollar a year industry.

This year, as school boards are considering their local school budgets, it's time to say no to textbooks for the sake of the students.

[Vicki Davis]

I think that the idea of open textbooks with a link to lulu for printing as needed is a great one. I think that we need paper -- it just integrates our senses in a different way than on the computer. I would hate to preclude one who learns in that way from learning.

I think the point is authorship: multiple authors as well as allowing 'mashups" with students involved; relevance; and multiple modes of delivery.

And I do agree the textbooks companies don't seem to understand what we need because they are harnessed to paper. But let's not throw the paper out with the book -- we need paper in some form -- we need portable small ways to carry our knowledge around that don't require a lengthy boot up process and that we can "consume."

[Holly]

I am i student and the only time a text book really helps me in anyway is cramming for a test. I know that is not the best way but I do not learn out of a textbook, I need something more to grasp. With the way technology is today I would learn more that way then I would with a textbook sitting in front of me.

[R08]

This is a very interesting point. I know that textbooks are hardly used in any of my classes that are assigned one anyway.

[Allison Fishbein]

I too am a student and agree that I only use text books in order to complete assignments that require me specifically to refer to them, such as on-line quizzes based off of reading and cramming for a test. Throughout my first few years of college have found that the elimination of text books as you are suggesting is definitely a growing phenomenon. This semester, I was required to purchase a text book for one of my six courses, and for the rest of my classes, readings have come from novels and gatherings of various articles.

The way I see it, the issues that hold us back from completely doing away with text books are:

1. Lack of quality teachers: If readings come merely from articles, then readings will typically be focused around more specific issues than general concepts. For this reason, it is imperative that teachers are able to provide students with adequate knowledge of each topic as well as clear cut organization to help guide students along through the course.

2. Transition of Technology: As with any switch from one type of technology/tool to the next, this sort of anti-textbook "fad" will take time to complete itself. This is comparable to the switch from cassettes to CDs and from VHS to DVD, however this change is even more drastic.

[Tracy]

Wow- Hi Bud, and everyone else! It was suggested that I read this blog through my Literacy Grad class at St. John Fisher College. As I was reading Bud’s post and the following comments, I quite literally had to get out a piece of paper and jot down some notes. I have so much to say on this topic, so forgive me in advance if I begin to ramble!

First of all, I teach middle school math. Right away, this gives the word “text books” a new meaning. My school district uses a program called Connected Math which is an entirely different kind of book altogether. It does not give a page of notes and examples and then ask 50 practice problems like the math texts you and I might have grown up with. Connected Math is an investigations based text. It provides students with a “story” and then a FEW story problems to solve. Now- without starting a huge debate on whether or not this is the right way to go…. Lets just think about this as a “Text book.”

- The book provides no notes or completed example problems for students. Students must rely on classwork for this kind of assistance.
- Most units don’t clearly even say “hey… today we’re learning about fractions!”
- There are a few practice problems, but not nearly enough for students to become completely proficient.
- Finally, when students get home (and of course, have forgotten their classnotes) their parents have absolutely nothing to use to even begin to help their child with his/her homework.

It really does make me wonder, like Karen said, WHO these books are created for.

In our grad class, we are reading the book, “Subjects Matter: Every Teacher’s Guide to Content- Area Reading” by Daniels and Zemelman. (check it out) I haven’t finished it yet, but one thing it mentions that I found interesting was that there is “no such thing as the perfect textbook.” And there really isn’t. Ideally, there would be a different textbook for every different teacher in every different classroom for every different student. The key word being “different.” Because, ultimately- every child’s education and learning style is different. So, like Bud said the 1-1 approach is so ideal.

So if we continue to use textbooks, then they will always require supplementing. I can’t help but think of a better way to supplement than with the Internet. You can find anything out there! Readings and practice problems for any ability level. Of course, there would be the issue of valid sources and reliability which opens up a whole other concern altogether, but the concept of using the Internet as a textbook is a neat one.

Vicki- you suggest that “we need paper.” I would almost beg to differ. Yes, a PORTABLE way of carrying knowledge is important, but I really do think that a laptop would suffice here. Or call me crazy to go even a step further, but we even have Tablet PC’s now that can be ‘written on’ and saved to disk. The possibilities are really endless.

So here is my thought for you all to think about: School districts spend thousands of dollars each year on textbooks, novels, copy machines, printers, ink, paper, graphing calculators, triple beam balances, wireless clickers to assess students, classroom jeopardy games… all sorts of crazy things, the list goes on. Just about every one of these could be somehow accessed through the computer/Internet. I am wondering when school districts are going to realize that spending $2000 per student on a laptop is cheaper than all of those other supplies added up. The Internet has up-to-date sources, so you wouldn’t need to purchase new “textbooks” every year. Sure, laptops would require maintenance, security etc- but we have that problem with our “current” supplies as well. And it really would be one step closer to that 1:1 differentiated instruction that everybody keeps dreaming about. I think as technology continues to advance, education will continue to evolve. I would guess that textbooks and paper won’t be around forever. We’ll see!

Thanks Bud, for the chance to contribute here! Great topic!

[Laurie]

I definitely agree with all of the comments being made in regard to textbooks. They should not be used as the only form of reference for our students. They definitely do not cater to our students needs or even the needs of us as teachers. More authentic and diversified materials should be used that offer different points of views and multiple processes. It would be wonderful, Tracy, if every student had a laptop and access to the internet. We probably would not have to have this discussion right now if that were the case. It seems the amount of money spent on textbooks and so on should be able to cover the cost of laptops.

The problem I see, however, with completely doing away with textbooks, is they do offer one point of reference for students. As a student myself, I usually do not read the textbook for fun or to learn. But I did use the textbook if I needed further explanation on a concept. Especially in science, there were topics that I needed clarification and looking online found either way too much information or information that did not go in depth enough for what I needed. Those were times that I did use the textbook. I cannot imagine being a high school student having to filter all of those websites with limited understanding of what they are even looking for.

Along with that, I personally know parents who are interested in their child's education and try and help them at home, but with out a text or set of notes often have difficulty. What would you suggest to those parents who want to help?

[Caitlin]

Hi All!! Wow what a debate! To use or not to use textbooks! I can see good points from both sides of the debate, but I can also see some bad ones. I do not think textbooks are the best answer. That being said, I think they are a great resource when they are not being used as the ONLY resource. I think in a lot of classrooms you see the textbook being used as a primary source for information. The kids get a couple of notes, and then are left with problems from their books as homework. Most of the time, the book really doesnt do much for the student, like Tracy said. It is a great resource to have for the parents. At least with a book, the parents can somewhat know whats going on in their child's class. But I dont think teachers should use these books, and only these books.
Some classes are too dependent on them. I know college is different from highschool, but I did experience this problem during my undergraduate studies. First of all, the teacher expected us to do most of the learning from our book. Im not going to lie, I was upset. I was paying all of this money to be "taught" and this guy was letting a book do all of the work. Secondly, he would give us huge chunks at a time to read. It was very hard to retain all that I had read. Looking back on it, the textbook was useless to me. In other classes, the textbooks were a great resource. They helped me through the class, as Laurie had said. The difference was how the teacher used them, and I think that is a huge difference.
Now.. here is another problem I see. I tutor at an inner city center. I love the kids that come in. But one huge problem I have is that they NEVER have their books. They are not allowed to bring them home, and yet their homework is from the book. How can a student be expected to do a good job on their homework, when they do not have the resource they need to comeplete it! Teachers need to actually think about what they are assigning these kids, so that they are doing work that is useful.

[Ted (St. John Fisher College)]

Bud, this topic has opened up some great ideas and discussions. So far it seems like everyone has made a great contribution and has brought up some very good points about textbooks. It is great to hear from both students and teachers on the topic.
I agrees that overall textbooks are not the best source of information, but we just can't get rid of them completely. Contemporary sources such as newspaper and magazine articles or online information can be more current and engaging for students. I think that the dilemma of the textbook is how it is used. A textbook is really nothing more than a topic specific encylopedia (as long as the information is correct). It is an outstanding source to come to for some details or a launching point for research. Textbooks should be a means of support for students to reach back to if they need help.
The other important use for textbooks are for involved parents. If a child is struggling an involved parent may want to help, but may not have the content background necessary to do so. By letting a student take a textbook home it allows parents to become more active in helping a student at home.
So while I agree textbooks are not the best sources (beacuse there are many better ones) they can serve a purpose especially in the fields of science and math.

[B. Miller]

Bud,
You raise some excellent points regarding textbooks in the classroom. I agree completely with using real-world authentic texts. Like you said, they are not specifically designed for classroom instruction, so they better equip students for the kind of literacy needed for every day life. However, coming from a background in science (biology), I feel the authentic texts are more effective for language arts compared to biology. Many authentic science texts are overly technical and complex for instructional use, at least at the high school level. Also, because information in science is so rapidly changing, it requires an immense amount of effort to find current alternative text sources. As I said, I definitely see the importance of authentic texts, however, I don't think we can completely rid the classroom of textbooks. I would never assign reading from a textbook, but it is an easily accessible resource for finding factual information necessary for understanding biology.

Along this same line of thought, you mention the Internet as a virtual fire hose of information. This is true, but in my experience, students have a difficult time filtering good science from bad science on the Internet. Also, there is the bandwidth issues you mentioned as well as fire walls and monitoring software to prevent students from viewing inappropriate material. I recently witnessed a student unable to complete his project on breast cancer because the school censor program blocked every site due to the word breast. Until these issues can be worked out we are stuck with paper.

So I guess to sum up my thoughts, I feel textbooks are a necessary evil, at least for certain disciplines. I don't envision myself using textbooks often in my instruction, but textbooks are good references.There are plenty of other resources available that deal with current issues that are more relevant to the students.

I do want to comment on a couple of the replies to Bud's initial post. First, I agree completely with Karen's comment about textbooks being for the publishers. As a college student, nothing is more frustrating than paying $100 for the 4th edition when the used 3rd edition is "obsolete" because of a few changes. I'm not a teacher yet, but I can imagine it's just as frustrating getting textbooks for the classroom.

In regards to the comments by Vicki and Tracy, I agree with Vicki and believe we need paper. Writing this response would have been very difficult for me if i couldn't organize my thoughts on paper first. The technology mentioned by Tracy would be nice to have, but expensive. As others have said, we just aren't there yet. And, by saying "eliminate paper" it is going from one extreme to the other. I'm sure there are students who have as much difficultly learning through computers and technology as some students have learning from print.

Excellent points by all, they were very helpful for me.

[Caitlin]

Hi! I was just doing a little research online, and I found information on ebooks and how they are the new thing! The website http://ijklo.org/Volume3/IJKLOv3p239-250Buzzetto.pdf talks about how ebooks are representing the future of reading. These ebooks include such things as hyper linking,
nonlinearity, data density, customizability, greater distribution, low costs, search ability, and
other multimedia features. There has been many concerns with ebooks, especially when it comes to reading on the computer screen. A lot of people have trouble with this. This is one of the main reasons why the coming about of ebooks has been slow. But I think as time goes on, we will see more on ebooks, and even see them possibly taking over the role of the textbook because it has to many other features to offer.