Today's students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones, tablets and e-readers.
Teachers, parents and policymakers certainly acknowledge the growing influence of technology and have responded in kind. We've seen more investment in classroom technologies, with students now equipped with school-issued iPads and access to e-textbooks.
In 2009, California passed a law requiring that all college textbooks be available in electronic form by 2020; in 2011, Florida lawmakers passed legislation requiring public schools to convert their textbooks to digital versions.
Teachers, parents and policymakers certainly acknowledge the growing influence of technology and have responded in kind. We've seen more investment in classroom technologies, with students now equipped with school-issued iPads and access to e-textbooks.
In 2009, California passed a law requiring that all college textbooks be available in electronic form by 2020; in 2011, Florida lawmakers passed legislation requiring public schools to convert their textbooks to digital versions.
Given this trend, teachers, students, parents and policymakers might
assume that students' familiarity and preference for technology
translates into better learning outcomes. But we've found that's not
necessarily true.
As researchers in learning and text
comprehension, our recent work has focused on the differences between
reading print and digital media. While new forms of classroom technology
like digital textbooks are more accessible and portable, it would be
wrong to assume that students will automatically be better served by
digital reading simply because they prefer it.
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