Apple, over the past couple of weeks, has begun to unveil its strategy for getting into the textbook business. It hopes to electronically transform this industry, similar to the other sectors it has systematically revolutionized since the turn of the century. It is no secret that educators and academic institutions are looking for ways to invigorate the classroom experience and to capture the attention spans of today's students. Yet, despite the user-friendliness of the iPad, the competition of other products-Amazon's Kindle, Barnes and Nobles' Nook and other Android devices-and the technologically reliant young people of the 21st century, a problem looms: Technology can be more of a burden than an asset unless properly integrated into a curriculum.
The textbook industry is an $8 billion industry. The biggest mover and shaker of all, the late Steve Jobs, believed the textbook industry to be "ripe for digital destruction." Some people look forward to a virtually paperless future while others fear the concept. Regardless, the education and academic world should not be coerced to suddenly abandon slightly "dated" textbooks simply because new pieces of technology are staring back at educators looking for a quick fix.
It was recently announced that the Madison Metropolitian School District will be purchasing 600 iPads this spring and another 800 next fall for use throughout the district, costing the school district roughly $3.4 million. The iPads will supposedly be used for both student use in a classroom setting and, rather dubiously, for teachers to use for their planning and record-keeping. This brings about another question: How much more of an asset are portable devices stuffed with apps than crayons, colored pencils and paper notebooks?
When it comes to financing, certain secondary schools have advantages over others, as well-funded, private schools may fare better than large metropolitan or rural school districts. However, the state of Wisconsin has nearly $80 million in technology vouchers as part of a 2009 settlement over whether Microsoft overpriced its software to customers. As it stands, the national average ratio of students to hardware devices is 3-to-1.
At the collegial level, however, things are much different.
Five institutions, including UW-Madison, University of Minnesota, UC-Berkley, University of Virginia and Cornell University, have begun experimenting with free software called Courseload that allows students to download electronic textbooks from textbook companies, with McGraw-Hill leading the charge.
This semester, five separate courses at UW-Madison are utilizing e-books in a "pilot project" to gauge a reaction at the reliability of accessing information on portable devices.
It may be much more accessible and easier for iPads and other portable electronic devices suitable for education to have a greater impact at the elementary, middle and even high school level. Yet, when it comes to higher education, technological companies are entering a whole new ballpark. UW-Madison students spend on average over $1,400 on textbooks per year, a figure that has doubled in the past 10 years. Many college students must purchase textbooks, typically for math and science courses, that cost upwards of $200. With the rising cost of college tuition, everyone wants to find a cheaper alternative.
Nonetheless, a study done by Daytona State College found that students only save approximately one dollar when buying e-books than those who purchased traditional printed textbooks.
At the collegiate level, note taking is much more rigorous and necessary than at any other education level. While iPads, Kindles, Nooks and other e-readers may be able to store all of your textbook content in a single portable device, the devices are simply not cut out for scribbling down important lecture notes the way a pen or a pencil and a pad of paper can get the job done.
It is understandable that Apple and other tech and software designers want to enter the education field by partnering with textbook companies to slowly roll out digital versions of printed material in an effort to become more affordable, efficient and environmentally friendly. Yet, with the sheer volume of course offerings at universities and required texts in those classes, incorporating e-books at the collegiate level will be a slow process. Even at the K-12 level, educators should question whether such pieces of emerging technology should be incorporated into a curriculum as an educational asset rather than as a technological gimmick.
Ethan Safran is a freshman with an undeclared major. Tweet your feedback to @dailycardinal or e-mail us at opinion@dailycardinal.com.
