Printed vs. electronic textbooks: the offer of multimedia in foreign language textbooks

PEŠKOVÁ, Karolína. Printed vs. electronic textbooks: the offer of multimedia in foreign language textbooks. In IARTEM conference 2017. 2017.

Základní údaje

• Originální název: Printed vs. electronic textbooks: the offer of multimedia in foreign language textbooks
• Autoři: PEŠKOVÁ, Karolína.
• Vydání: IARTEM conference 2017, 2017.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Stát vydavatele: Portugalsko
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta

Anotace

What is the advantage of e-textbooks over printed textbooks for foreign language teaching and learning? How do foreign language e-textbooks differ from printed textbooks from the point of view of their multi(media) content? What didactic potential do multimedia offer in e-textbooks? Based on the example of foreign language textbooks, the paper aims to answer these questions by comparing electronic and printed textbooks used in Czech lower secondary schools. In the Czech Republic, although the market of e-textbooks has grown in recent years, their didactic potential is still unclear as most e-textbooks offer only a limited amount of multimedia and additional content in comparison to printed textbooks. In this paper, we present the results of an analysis of electronic and printed counterparts of selected current English and German as a foreign language textbooks. More specifically, we focus on the frequency and didactic potential (type of activities, subject matter, instructions for learners and teachers) of multimedia occurrence in the e-textbooks. The analysis is approached both quantitatively (providing an overall view on media occurrence) and qualitatively (providing a deeper view on selected examples of multimedia). The results are discussed in relation to current theoretical and empirical studies (e.g. Mayer, 2009; Plass & Jones, 2005).