Tag: reading

[Editor’s note: Scott’s post is in response to this earlier article.]

Most times when I get asked about the e-reader debate, it is usually not a sincere question from a person who does not already hold a strong opinion on the matter. In these moments I am reminded of the expression “when you find yourself in a hole, stop digging!”

No matter how many studies I mention or which side of the issue I am trying to argue on behalf of, as soon as I provide a brief pause, I am confronted with “yeah, but…” and then the person proceeds to tell me why his/her long-held belief is the final word on the subject.

As for where I come down on the issue, I tend to defer to people who are way smarter than me on the subject —  such as Daniel Willingham.

As Willingham concludes in his review of some of the literature on the subject, If the choice is read on a device or read on paper, I believe that the paper is still slightly in the lead if you are looking at straight up comprehension. The problem I have is that this shift to digital is really only a lateral move or a substitution situation, and perhaps not a wise one if you want improved student comprehension!

As a teacher, I choose to incorporate technology in the design of my lessons if I believe it is going to result in noticeable and definable modification or redefinition of the learning tasks and outcomes (SAMR model). The question I ask is “what will the use of this technology allow me or my students to do that previously could not have been accomplished?” If the answer is a “not much” then I do not bother to use the technology. The technology itself should not be the focus of the lesson; student learning must be front and center.

So…”to e-reader or not to e-reader” is actually not the question that we should be asking; rather, we should be asking “does this technology add transformative value to the learning experience for my students?” If we want to go even further, we should ask “How might I measure this value and know that my students are benefiting?”

The invaluable Daniel Willingham briefly reviews the literature, and concludes that — for the time being — students understand more when they read on paper than when they use e-readers.

Willingham acknowledges that his review isn’t comprehensive. However, he’s recently written a book about reading instruction, and so I suspect he’s more up-to-date than most in this field.

If he’s right, this conclusion should give pause to the many (MANY) schools that are switching to e-textbooks. I know they have advantages; they’re less expensive, more portable, easier to modify to suit a specific teacher’s or student’s needs.

And yet, if students learn less when reading them, none of those advantages matters!

Willingham is hopeful that the quality of e-readers will improve enough to eliminate this discrepancy. Until that happens, and until we have good research showing that students can learn well from e-readers, old-fashioned books seem like the best technology we have.

(Scott MacClintic, this blog’s tech guru, will have some thoughts on this topic soon…)