The introduction of e-textbooks in elementary schools has attracted growing attention. However, whether the adoption of e-textbooks can bring meaningful learning experience and educational learning environment for elementary school learners is a concern for educators. This study explored elementary school students’ perceptions and experiences of learning with a newly designed e-textbook named “Interactive General Studies” via iPads in the science classroom. A total of 15 pupils from 3 Hong Kong elementary schools were interviewed about their views on the usefulness and usability of the e-textbook after they learned it using a cognitive walkthrough technique. Results showed that the majority of the students preferred to use the e-textbook for it better facilitated students’ interactions and collaborations and promoted their self-learning and self-assessment. Nevertheless, some indicated that they could not really learn about relevant science concepts through merely doing activities in the e-textbook without teachers’ explanations. Some others reported that they encountered difficulties in using drawing, note-taking, or syncing tools, which may affect the effectiveness of the e-textbook on their learning. It is suggested that teachers may more directly scaffold students to discuss key science concepts while doing activities in the e-textbook. Moreover, teachers may provide explicit instruction for students to adopt the use of those tools to promote more effective use of e-textbooks for learning. Copyright © 2017 The Education University of Hong Kong.
|Publication status||Published - Nov 2017|