{"id":49179,"date":"2019-08-23T02:49:27","date_gmt":"2019-08-23T09:49:27","guid":{"rendered":"http:\/\/world.edu\/?p=49179"},"modified":"2019-08-23T02:49:27","modified_gmt":"2019-08-23T09:49:27","slug":"in-the-digital-age-do-we-still-need-textbooks","status":"publish","type":"post","link":"https:\/\/world.edu\/in-the-digital-age-do-we-still-need-textbooks\/","title":{"rendered":"In the digital age, do we still need textbooks?"},"content":{"rendered":"

\"\"
\nIt is often pointed out that textbooks add to the students’ binders.\u00a0They also weigh on budgets and are not easy to renew when school curriculum changes accelerate – evidenced by the debates in the regions about the purchase of future\u00a0books for high school<\/a>\u00a0, in tune with the reform of the baccalaureate. .<\/p>\n

However, beyond these practical disadvantages, textbooks retain a strong symbolic place, imbuing the imagination and memories of generations of students (as evidenced by the examples of\u00a0“little Lavisse”<\/a>\u00a0in history or\u00a0“Lagarde and Michard”<\/a>\u00a0in French), ringing the beginning and the end of the school years, from their distribution to their delivery.<\/p>\n

How to explain this longevity and importance?\u00a0What can be the future of the textbook at the time of multiple ministerial reforms and the “all digital”?<\/p>\n

Multi-faceted tool<\/h4>\n

Paper is a book containing a wealth of knowledge of a discipline, the manual is a\u00a0“false historical evidence”<\/a>\u00a0as written by\u00a0Alain Choppin<\/a>\u00a0, pioneer of studies on this subject.\u00a0Indeed, a multi-faceted school tool, it is at the interface between the institution and the teachers, between the students and the teacher, between the families and the institution.\u00a0It is also a commercial product because, in France, school publishing is a leading\u00a0economic market<\/a>\u00a0, representing 14% of the annual turnover of the sector.<\/p>\n

Custodian of an “official history”, the textbook is the revealer of political will and possible discrimination.\u00a0In 2008, a\u00a0report by the Halde<\/a>\u00a0had analyzed and denounced the sexism of French textbooks that reflect the patriarchal domination of our society.\u00a0A recent study<\/a>\u00a0by the Georg Eckert Institute stated that while textbooks in most countries in the world, and in this case in France, are increasingly mentioning women’s rights, they are still shown today. traditional or subordinate roles compared to men.<\/p>\n

The textbook is a major societal issue and it is no coincidence that the\u00a0Hungarian government<\/a>\u00a0of Viktor Orban uses it to maintain an inequality between girls and boys in line with its reactionary policy.<\/p>\n

Educational choices<\/h4>\n

Carrying values, representations and stereotypes, textbooks open up fertile fields for research.\u00a0Thus their critical analysis has led to many works on the construction of a national myth with\u00a0Suzanne Lemron<\/a>\u00a0or a\u00a0school<\/a>\u00a0history with Laurence De Cock and Emmanuelle Picard.<\/p>\n

If one remains in the historical discipline, the analysis of the textbooks also allows the understanding of the\u00a0evolution of the programs<\/a>\u00a0and the\u00a0changes of a school discipline<\/a>\u00a0.\u00a0This work has been underway for fourteen years at the University of Montpellier, and has just given rise to a\u00a0symposium<\/a>\u00a0on disciplinary standards and the “academic form”, in the words of the sociologist\u00a0Guy Vincent<\/a>\u00a0.<\/p>\n

Indeed, the question arises as to whether the textbook does not participate in the slowness of pedagogical evolution and the compartmentalisation of knowledge.\u00a0These debates are not new and figures of the early twentieth\u00a0th<\/sup>\u00a0\u00a0century as\u00a0Freinet<\/a>\u00a0were very hostile to the textbook.\u00a0Even if the slogan “no more textbook” was above all a desire to question the uses rather than ban the textbook as such, it was an offensive against traditional teaching.<\/p>\n

Currently, the place and role of textbooks are at the heart of debates and pedagogical choices for teaching reading with a\u00a0comprehensive analysis of<\/a>\u00a0the CSEN (Scientific Council of National Education) and\u00a0ministerial\u00a0recommendations<\/a>\u00a0in the choice of textbooks. reading.<\/p>\n

New uses<\/h4>\n

Does the digital age herald the end of the textbook?\u00a0Even if digital media are multiplying because of the price of paper, students remain attached to paper and younger generations make a difference between reading on paper and on screen.<\/p>\n

In the field of education, a\u00a0survey<\/a>\u00a0of educational publishers highlights that 71% of teachers report using textbooks with their pupils and 17% of digital textbooks.\u00a0But, beyond this modest breakthrough of the digital textbook, the way teachers use textbooks is changing.<\/p>\n

Indeed, the same study establishes that one in two teachers uses other resources than the manual in particular on the Internet.\u00a0Its role is thus reduced in the elaboration of the courses, even if the strong point of the textbook remains that it facilitates the preparations of the courses for 73% of the professors and saves time for 66%.<\/p>\n

Digital is undeniably a\u00a0challenge<\/a>\u00a0for the textbook by creating a new environment of thought and action.\u00a0It is also an opportunity to make it accessible to children with\u00a0disabilities including visual<\/a>\u00a0.<\/p>\n

The far-reaching reforms of school curricula since 2016, with acceleration since 2018, seem to be turning the tide.\u00a0In January 2019, school publishers\u00a0alert<\/a>\u00a0the public authorities to the complexity of renewing all textbooks at such a rate.\u00a0The\u00a0question of financing<\/a>\u00a0is posed in the first as the second degree.\u00a0Some regions are considering a disengagement in the purchase of textbooks and wish to move to all digital in order to avoid new expenses.<\/p>\n

This evolution, worries some teachers because of the improvisation of such a measure and the risk of losing the freedom of choice of the manual.\u00a0Is the risk not that the choice of the digital textbook answers to financial choices, and not to a reflection on the new pedagogical modalities that it could bring?<\/p>\n

Author Bio:<\/strong> Sylvain Wagnon is a Professor of Universities in Educational Sciences, Faculty of Education at the University of Montpellier<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

It is often pointed out that textbooks add to the students’ binders.\u00a0They also weigh on budgets and are not easy to renew when school curriculum changes accelerate – evidenced by the debates in the regions about the purchase of future\u00a0books for high school\u00a0, in tune with the reform of the baccalaureate. . However, beyond these […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":49180,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12163],"coauthors":[],"class_list":["post-49179","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-textbooks-2"],"acf":[],"yoast_head":"\nIn the digital age, do we still need textbooks? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/in-the-digital-age-do-we-still-need-textbooks\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"In the digital age, do we still need textbooks? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"It is often pointed out that textbooks add to the students’ binders.\u00a0They also weigh on budgets and are not easy to renew when school curriculum changes accelerate – evidenced by the debates in the regions about the purchase of future\u00a0books for high school\u00a0, in tune with the reform of the baccalaureate. . 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