Document text
New media challenge primacy of textbooks photo by Bob Pennell Tanya Kurz Cost, books that don�t meet state goals, push local districts to try other teaching materials By DAMIAN MANN Textbooks � long the standard educational tool in classrooms � eventually may go the way of the horse and buggy. But educators disagree on precisely when or if textbooks will be relegated to the dustbin of history, though this time-tested learning tool has lost some of its luster with the advent of newer technologies. High cost � $50 or more a book � and greater difficulty in finding materials that correspond to the state�s standardized testing goals make textbook purchases an increasingly difficult choice for districts to make. "The primary factor is economics," said Tim Mobley, curriculum director for Phoenix-Talent School District. "Districts across the state have less money, and when you�re looking at $50 or more a textbook, you look around for other solutions." Print shop fills some of the textbook gaps Every month, Tanya Kurz cranks out 200,000 printed pages for teachers in the Phoenix-Talent School District. This print shop manager has seen teachers using her services more and more during the past six years as they create supplemental materials, tests and other documents. One of the biggest challenges for Kurz is verifying whether teachers should or shouldn�t print copyrighted materials. "I�m probably the biggest pain about that," she said. "Once a month we have some kind of copyright problem." Because of the vast quantities of materials teachers receive, the district must keep careful track of what can be copied and what cannot. The stuff that Kurz has to copy comes in all shapes and sizes. "A lot of times they tear them right out of books." Many teachers still rely on textbooks as a mainstay in their curriculum. Others rely on them to a lesser degree, often generating their own supplemental materials or using a growing arsenal of technological innovations. In Oregon, textbook usage has undergone changes because of the state�s standardized testing. Since most of these textbooks are written with an eye to the curriculums of large states such as New York, California, Texas and Florida, they are often out of step with the testing methods offered in Oregon. "It�s a struggle to make these textbooks match with the curriculum in Oregon," said Mobley. Other countries, such as France, Germany and Japan, have standardized their curriculums so that a student in one city is learning the same thing as his counterpart in another. Though this could ultimately save money because all teachers would be on the same page, Mobley said this idea is in its infancy in Oregon. To circumvent or sometimes augment textbooks, schools are relying more on in-house print shops, CD-ROM books, the Internet and software that helps students learn reading and arithmetic. Teachers will even reach into their own pockets to buy supplemental materials, sometimes paying $500 to $4,000 a year. "One of the things that is interesting is technology, particularly the accelerated-reader, computer-based program that individualizes instruction for every student," Mobley said. After reading a chapter or section from a book, a student will be tested on the computer to determine comprehension. At the end of the testing, students are told areas they need to concentrate on to improve their skills. Marty Karlin, supervisor for the Center for Education Technology at the Jackson Education Service District, said many of the big textbook companies are now putting their materials online. "The whole approach to the textbook world is changing," he said. "I read where a textbook company is selling both the hard copy and online version. All you need is a password to access the online version." So far he hasn�t been thrilled with many of these materials. "They are basically just taking a textbook, making a movie to go along with it and then calling it �multimedia�," he said. With big publishers jockeying over the best format to produce these materials, Karlin said it has opened the door to smaller companies to produce "niche" materials. "There is no longer the emphasis on producing something that is the be-all and end-all," he said. Karlin envisions a day when students will have small, relatively inexpensive computer tablets that could replace textbooks. Classroom materials, including novels, could be downloaded onto these tablets, similar to those currently available for reading digitized books. But before that day comes, a bigger issue in all this will be to overcome cultural hurdles, Karlin said. Even though some teachers use technology, others are reluctant to do so. Karlin said that his distance learning program that offers seven online classes to high schools in Jackson and Josephine counties will expand next year to include 13 courses in more districts. Phil Long, curriculum director of Medford School District, said textbooks are an important part of an arsenal of tools teachers use in the classroom. The district spent $400,000 last year on textbooks. They�re also important for parents, many of whom want to work out of the same books their children use in classrooms. Overall, he sees a future in textbooks, but believes they will be just one part of a growing educational toolbox for schools. Although he has heard of learning-based systems that could be used on Nintendo or PlayStation, he admits, "That�s still a little way out." Long said low-tech is often more engaging than high-tech. "We find that kids want to sit down on cushions or whatever and get into a book. A paperback novel is more likely to get read than a textbook." Reach reporter Damian Mann at 776-4476, or e-mail [email protected] Mail Tribune Home | Ottaway Newspapers, Inc. | Dow Jones & Co., Inc. | Privacy | Contact Us Copyright � 2001 Mail Tribune, Inc.