Abstract
Information and communication technology (ICT) has made a great impact on traditional textbooks. It is promising that e-Textbooks support significant opportunity for improving the educational practices. In this case study, we identified the potential issues when initiatively utilizing e-Textbook in classes and examined the change from paper textbook class in Technology-Rich Classroom (pTRC) to electronic textbook class in Technology-Rich Classroom (eTRC) from the perspective of effective learning, by analyzing class activity capacity, classroom behaviors, and technology roles, using a mixed-method design of interview, questionnaire, and on-site observation. The results will provide useful suggestions for the policy-makers, teachers, school administrators, parents, and so on.
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Acknowledgment
This research work is supported by National Social Science Foundation of China (2011) project “Potential issues on utilizing e-Textbook in middle school” (No. CCA110107).
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Chen, G., Gong, C., Cheng, W., Zheng, X., Huang, R. (2014). e-Textbook in K-12 Education: A Case Study in Beijing. In: Huang, R., Kinshuk, ., Chen, NS. (eds) The New Development of Technology Enhanced Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-38291-8_7
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DOI: https://doi.org/10.1007/978-3-642-38291-8_7
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