Assessment 2: Review One: Design and Technology Stage 6 E-Textbook

Category: Interactive e-book

Title: Design and Technology Stage 6

Author: Arna Wesley, Romaine Rocca, Sandra Mcgee, Micheal Mclean

Publisher: Pearson Education ( Cambridge University Press)

Cost: $ 74.99 for the physical copy ( must be purchased initially to have access to the digital copy)  Digital copy licence $59.95

Platform: Cambridge GO – Password Protected

Where can it be used : viewed on any device with a web browser

Textbooks are an important educational tool and the development of portable devices and the incorporation of internet technologies into classroom practice has meant that publishers have had to look at alternative formats to incorporate these changes (Myrberg & Wiberg, 2015). The development of E-books of digital versions of their textbook counterparts has meant that students can now access multimodal versions of information (Myrberg & Wiberg, 2015,) which is important in incorporating 21st-century technologies and literacies for future-focused learning. (ACARA, 2011). An E-book is a form of digitised text and is read online using output devices ( (Lamb, 2011). The move to digital literature ins schools has been catalysed by the impact of online learning environments and the demand from students to have access to enhanced digital learning resources ( McGeehan et al., 2018).

Content and Ease of use: 

Design and Technology Stage 6 is an interactive e-textbook that is available through the purchase of the physical version of the textbook. There is an option to purchase the digital version, but the cost is very similar, making it almost redundant for most users ( 74.99 vs 59.95). This digital version of the entire textbook is organised into easily accessible chapters through hyperlinked headings and a navigational table of contents (figure a). This textbook has been developed in conjunction with the stage 6 Design and Technologies Curriculum (ACARA 2015) so the content is published for an older student audience. Students can easily navigate the textbook using hyperlinks and a sidebar menu, they also can modify content and use enhanced nom destructive digital features such as bookmarking and notetaking to help gain better access to knowledge (McGeehan et al., 2018). The ability for students to individualise their learning is a key feature of online digital literature (Furenes et al., 2021) that makes an e-textbook like this stand out from analogue modes of learning. Students can also access other features such as embedded links to terminology definitions ( figure b) and access to videos that provide a better understanding to visual learners (McGeehan et al., 2018), interactive activities which test student knowledge ( figure c)  and links to outside content which extends the information experience better than the physical textbook.

Image Attribution: Design and Technology Stage 6 , Cambridge Press

The text and content are visually appealing and easy to read, it is important to note that due to the digital format of this book, usability features such as text enlargement, note taking and search functions are employed, all important features that enhance the accessibility and ensure that students can engage with the text effectively (Serafini & Youngs, 2013). The interactive elements used such as the embedded hyperlinks and video help to further engage students and create different modes of understanding – however, these could also distract students as they are too close to other forms of online media such as youtube (Aubron, 2018).

Interactivity and Adaptability:

According to Serafini (2013), the ability for students to be able to “decode” written language is essential for students to be able to navigate digital texts. In this instance, the Design and Technology workbook provides many opportunities for students to access the content. The video and resources provide students who are visual learners as well as extend those who might fall under the gifted and talented criteria with breakout activities (Figure b). This is essential to designing an engaging digital text (UK Literary Association, 2022) as creative engagement helps students adapt the text to their personal needs (Lee et al., 2018). 

As for adaptability, it is unfortunate that this is a licenced service, unlike the physical version, the client must pay for the additional features and as this licence costs nearly as much as the physical copy, this would discourage teachers from using it in the classroom – especially since each copy is single user, ruling out for use in other year groups (Mendoza, 2018). This being said, the digital text being web browser-based, can be viewed on all platforms and devices – but only with a sound internet connection – this could present an equity issue amongst lower socioeconomic schools with limited resources (Sahlberg, 2021).

Application in the Classroom:

Although overall a good resource, it is limited to only those studying the current Design and Technology Stage 6 course. That being said, it is comprehensive in its content but one has to wonder if those fortunate enough to have access to the digital version are going to be better off than those who do not (Lee et al., 2018). The e-textbook does, however, provide learning that easily complements design and technology outcomes and allows for a self-paced, portable learning guide. Online textbooks are “never out of stock” (Aubron, 2018) when students need them, provide easy-to-find information and supplement the content with the click of a simple hyperlink (Aubron, 2018).

Reference List

ACARA. (n.d.). General capabilities (Version 8.4) | The Australian Curriculum (Version 8.4). Australian Curriculum. Retrieved August 20, 2022, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

ACARA. (2011). Information and Communication Technology (ICT) Capability (Version 8.4) | The Australian Curriculum (Version 8.4). Australian Curriculum. Retrieved August 17, 2022, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/ 

Aubron, X. (2018, August 21). Pros And Cons Of Digital Texts (1). GT | The Blog. Retrieved August 19, 2022, from https://blog.gutenberg-technology.com/en/pros-and-cons-of-digital-texts

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021, March 8). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4), 483-517. https://doi.org/10.3102/0034654321998074 

McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because It’s Digital, Doesnt Mean It’s Good: Evaluating Digital Picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. Routledge. 10.1080/21532974.2017.1399488   

Mendoza, J. (2018, August 30). Should Schools Use Digital Or Physical Textbooks? LearnSafe. Retrieved August 19, 2022, from https://learnsafe.com/should-schools-use-digital-or-physical-textbooks/

Myrberg, C., & Wiberg, N. (2015, July). Screen vs paper: what is the difference for reading and learning. Insights, 28(2), 49-50. http://dx.doi.org/10/1629/uksg.239

Lee, S., Ho-Lee, J., & Jeong, Y. (2018, Nov). The Effects of Digital Textbooks on Students’ Academic Performance, Academic Interest, and Learning Skills. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3305481

Sahlberg, P. (2021). Does the Pandemic help make education more equitable? Educational Research for Policy and Practice, 20(11), 11-18. 10.1007/s10671-020-09284-4 

Serafini, F., & Youngs, S. (2013). Reading Workshop 2.0: Children’s literature in the Digital Age. The Reading Teacher, 66(5), 401-404. 10.1002/TRTR.1141

UK Literary Association. (2022). UKLA Digital Book Award. UKLA. Retrieved August 17, 2022, from https://ukla.org/awards/ukla-digital-book-award/