Textbook Preferences: The Possibilities of Individualized Learning in Social Studies With an Individualized Textbook Article
James Gentry, Tarleton State University, United States ; Teri Fowler, Texas A&M-Texarkana, United States ; Bobbie Nichols, Texarkana Independent School District, United States
Journal of Interactive Learning Research Volume 18, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
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: Association for the Advancement of Computing in Education (AACE).
© 2007 AACE