Textbook Preferences: The Possibilities of Individualized Learning in Social Studies With an Individualized Textbook
Save to My Collections
Gentry, J., Fowler, T. & Nichols, B. (2007). Textbook Preferences: The Possibilities of Individualized Learning in Social Studies With an Individualized Textbook. Journal of Interactive Learning Research, 18(4), 493-510. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21717.
Journal of Interactive Learning Research
Volume 18, Issue 4, October 2007
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
More Information on JILR
This study investigated the ideology and perspectives of sixth grade students, parents, and teachers concerning four district approved social studies textbooks from the state adoption list. Student participants were selected using a stratified random sample from special, regular, and gifted education. Parent participants were selected at random from a database and teachers were purposefully selected according to teaching assignment. Qualitative data were collected using summary interviews, textbook response sheets, and group interaction observations, then subjected to descriptive statistical analyses. Results indicated students and parents chose different textbooks for varied reasons. The perspectives reflected a perceived desire for an individualized textbook experience and emerged in four themes focusing on surface aesthetics, a perceived need for consistent layout, Internet resources supporting state tests, and a personal interest in specific content. Future technological innovations with textbooks are discussed as a possible means of individualizing learning in social studies through an individualized textbook.
- Middle School Education
- Computer Sciences
- Social Studies
- Instructional Design
- Instructional Materials
- Human Computer Interaction
- Networking Technologies
- Using Gaming Literacies to Cultivate New Literacies
- Student-Teacher Interaction on Facebook: What Students Find Appropriate
- Social Networking for Student and Staff learning
- Social Tagging in Knowledge Organisation –Online Survey on the Users’ Perspective
- Learning 2.0: concepts and experiences with social networks and software
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- Problem-Based Educational Games: Connections, Prescriptions, and Assessment
- Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers
- Mathematics Teacher TPACK Standards and Development Model
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.