Discovery, the top digital content provider to U.S. schools, recognizes its potential to keep students interested with the most up-to-date material. For instance, it updated its science lessons for students in grades six through high school to incorporate Superstorm Sandy within weeks of its making landfall.
Students traced the path of the storm using digital maps, compared the changes in barometric pressure with wind speed and proposed cleanup plans for the region — even while cleanup crews were still working.
That fast turnaround is one of the main advantages of shifting to digital textbooks. So, too, are their language functions. For instance, a student working on his homework with a parent who isn't fluent in English can switch to Spanish. The textbooks can toggle between languages so students who aren't native speakers can check their understanding.
Another advantage: the digital books' cost. Discovery's lessons — branded “Techbooks” that run on laptops, desktops, iPads or other tablets — run between $38 and $55 per student for a six-year subscription. The average traditional textbook is $70 per student.
More than a half-million students are using Discovery's texts in 35 states on various platforms.
But technology doesn't guarantee success.
“If the teacher doesn't know how to use it, obviously it's not going to make much difference,” said Mevlut Kaya, a computer teacher at Orlando Science Schools, a charter program that offered each student a leased iPad if he or she achieved a 3.5 grade point average.
In classrooms at the private Avenues: The World School in New York City, students at all levels receive an iPad and then receive an iPad and MacBook Air in middle school. The school doesn't buy textbooks and, in most cases, teachers automatically send students their reading and homework assignments over the school's wireless Internet network.
It's a system that's normal for students, who often already have mastered the technology.
“They live in the world where they have these distractions, where they have an iPad on their desk or a smartphone in their pocket,” said Dirk Delo, the school's chief technology officer.
That's not to say there should be an instant shift, even technology evangelists warned.
“All too often, the technology programs I observed seemed more focused on bells and whistles, gadgets and gizmos, than on improving learning,” Klein said. “And in many school districts, teachers have been handed technology they either don't think is effective or don't know how to use. The last thing we need is just another pile of unused laptops in the back or the classroom.”