Recent Changes

Here is a fantastic example of how a real teacher has used ebooks to enhance her instruction.
__https://www.apple.com/education/real-stories/kristi-meeuwse/#video-kristi-meeuwse__
the students. It
Reading comprehension can helpbe improved by utilizing ebooks. Prior knowledge and experiences are activated as the words and visuals are read and new information is assimilated. When comparing conventional books with interactive books, Larson (2010) found children reading interactive storybooks were better able to retell the story and did better on comprehension questions. Lewin (2000) found that interactive storybooks improved sight recognition of words in beginning readers. Sounds effects, interactive features, and animation may contribute to comprehension. In addition, narration matched to listener's reading rate also contributed to learning.
There are 5 ways that ebooks enhance and engage students reading:
Navigation- Possible reading options learners might control include forward and backward buttons, interrupting, restarting, read text parts, and overview screen that students might control. In addition, dictionary access, print options, and illustration activation were other elements that could be controlled by the reader.Reader control is an important advantage of interactive reading environments. This is particularly important with students who have special needs.Larson (2010) found that digital reading devices promote new literacy practices and provide readers control over how they engage the text.
Audio- Many ebooks provide three or more options such as read the book aloud, read the book individual, play with the book. These may be available in separate sections or overlap. It is has been found that the use of talking ebooks with struggling first grade readers significantly increased sight word recognition and reading levels. Readers are able to hear and see the word in context. These audio aids remove the burden of decoding and free cognitive energy to focus on story comprehension. Music, sounds, and other audio effects can "aid comprehension by signaling the mood of the story and by cueing readers when an important event is going to occur" (Lefever-Davis and Pearman, 2005). For instance, scary or happy music help children anticipate the mood of the story.
Graphics/Motion- Graphic and animation elements can support the storyline. For instance, a visual might clarify a word's meaning or provide a deeper understanding of a character. Multiple panel may convey movement and a sequence of actions. Detailed graphics may extend understanding of character, plot, and setting. Colors may convey emotions. Images in borders or hidden in larger panels may convey clues.
elements are "integralintegral to and of the story"story they contributed
Tools- In many ebooks, readers have control over screen resolution, text color and background, font-size, and other display aspects. Larson (2010) found that young people used new literacy skills to personalize devices to meet their individual needs and preferences. For instance, some students prefer smaller text while others like larger font sizes. The option to hear words pronounced aloud, read definitions, explore glossaries, see labels on illustrations, and experience other types of support is useful for readers of all ages. However it's particularly important for beginning readers. Many systems facilitate notetaking with tools such as highlighters and annotation tools. Users may be able to insert or remove text, markup pages, add comments, insert notes, attach files, or record audio. Larson (2010) also noted the seamless nature of notetaking on an e-book reader. She noted that it provided new opportunities for individual engagement with the text.
Recent studies have even shown that the ability to adjust font size on-screen helps students with dyslexia and visual impairments to read more easily. In one study,students did state a preference for ebooks when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration (Jones & Brown, 2011).

Increasing Engagement Through a More Interactive Reading Experience with Ebooks
by: Erin Forrest
This video takes a look at how teachers have found ebooks to be engaging their students on a deeper level then print books.
Here is a fantastic example of how a real teacher has used ebooks to enhance her instruction.
__https://www.apple.com/education/real-stories/kristi-meeuwse/#video-kristi-meeuwse__
the students. It can help to
There are 5 ways that ebooks enhance and engage students reading:
Navigation- Possible reading options learners might control include forward and backward buttons, interrupting, restarting, read text parts, and overview screen that students might control. In addition, dictionary access, print options, and illustration activation were other elements that could be controlled by the reader.Reader control is an important advantage of interactive reading environments. This is particularly important with students who have special needs.Larson (2010) found that digital reading devices promote new literacy practices and provide readers control over how they engage the text.
or overlap. McKenna, Cowart, and Watkins (1997)It is has been found that and reading levels.Readerslevels. Readers are able
Graphics/Motion- Graphic and animation elements can support the storyline. For instance, a visual might clarify a word's meaning or provide a deeper understanding of a character. Multiple panel may convey movement and a sequence of actions. Detailed graphics may extend understanding of character, plot, and setting. Colors may convey emotions. Images in borders or hidden in larger panels may convey clues.
Interactives- Activities that contribute to the story should reinforce key story elements. Games that involve retelling the story, exploring characters, or revisiting exciting story elements can contribute to reading comprehension and encourage a sense of discovery. Labbo and Kuhn (2000) found that when audio, graphic, and activity elements are "integral to and supportive of the story" they contributed to student reading comprehension.
for beginning readers.Manyreaders. Many systems facilitate or record audio.Larsonaudio. Larson (2010) also
Recent studies have even shown that the ability to adjust font size on-screen helps students with dyslexia and visual impairments to read more easily. In one study,students did state a preference for ebooks when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration (Jones & Brown, 2011).
Jones,T. & Brown, C. (2011). Reading Engagement: A Comparison between E-Books and Traditional Print Books in an Elementary Classroom.
International Journal of Instruction, 4(2), 5-20.
Labbo, L. & Kuhn, M. (2000). Weaving chains of affect and cognition: a young child's understanding of CD-ROM talking books. Journal of Literacy Research, 32(2), 187–210.
Larson, Lotta C. (September 2010). Digital readers: The next chapter in e-book reading and response. Reading Teacher, 64(1), 15-22.
Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: Factors that influence reading behaviors. The Reading Teacher, 58(5), 446-454.
Tools within E-books/Application & Resources
The 21st century student lives in a very technological age where digital resources are ever flowing. Children of the ages three to eight, may use eBooks that include multimedia, interactive effects: written text, oral reading, oral discourse, music, sound effects, and animations (Shamir, 2009). Through the results of a study conducted by Underwood, it is assumed that the eBook's characteristics can support acquisition of written and spoken literacy by allowing young readers to follow written text while the storybook's narrator declaims the text (Shamir 2009). According to De Jong and Bus (2004), low-SES kindergartners tended to use dictionary applications within an eBooks. These dictionary applications featured written words, pronunciation and pictures. Overall, the future looks positive for the use of eBooks and low-SES and ELLs as eBooks and phonological awareness have been found to have correlations between increased learning.

Digital Storytelling, is one method that uses digital book creation as a foundational tool for students to demonstrate understanding through an engaging medium. Students are able to harness the power of both audio and video to share an experience that is meant to make an impact on its viewers. The unique quality of ebooks versus other mediums, is in their ability to allow the viewer to interact with the material. Challenging students to create such an experience not only pushes them to share what they know, but also help students develop critical thinking, problem solving, and organizational skills through the experience of creating their ebook.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching With Interactive Picture E‐Books in Grades K–6. The Reading Teacher, 66(8), 615-624.
Examples of Student Created E-Books
3rd Grade
3rd Grade
8th Grade
Increasing Engagement Through a More Interactive Reading Experience with Ebooks
by: Erin Forrest

Assessment Through Student Generated Digital Content
By: Michael Cohen
assessment tools. Digital
Digital Storytelling, is as a foundationfoundational tool for viewers. The critical elementunique quality of ebooks versus other mediums, is in their ability allow the usersviewer to interact their ebook. These eBook assessments are also created on a mobile platform that is meant to be shared, whether it is a local or global audience.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching With Interactive Picture E‐Books in Grades K–6. The Reading Teacher, 66(8), 615-624.
Increasing Engagement Through a More Interactive Reading Experience with Ebooks

Assessment Through Student Generated Digital Content
By: Michael Cohen
and consume textinformation because of twofold for student,students, whose self of knowledge, through a medium that can also benefit other students.their peers. Just as research shows thatdemonstrates the positive impact of using animation, Schugar 2013), studentstudents can use
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching With Interactive Picture E‐Books in Grades K–6. The Reading Teacher, 66(8), 615-624.
Increasing Engagement Through a More Interactive Reading Experience with Ebooks

http://www.wikibooks.org/
State Legislation
Directors Association (SETDA)
A comprehensive report by Fletcher, Schaffhauser, and Levin (2012) addresses the curricular transformation from print textbooks to e-book technology with recommendations for successful transition. With shrinking district budgets, the transition to digital formats would make economic common sense as students would not require new textbook adoptions but publisher updates to existing e-book material. The primary benefit of a digital format is flexibility. Flexibility paired with Open Education Resources (OER) provide customized solutions to district and state curriculum. The State Educational Technology Directors Association made the following recommendations:
Complete the shift from print materials adoptions to digital formats in the next 5 years.
the transition includingEnsure a vibrant marketplace for digital and open contentincluding
eliminating unnecessary regulations and enact supportive policies
invest in infrastructure and devices to support the shift
ensure effective implementation of digital policies
Ensure a vibrant marketplace for digital and open content.
Fletcher, G., Schaffhauser, D., & Levin, D. (2012). Out of print: Reimagining the k-12 textbook in a digital age. Glen Burnie, MD: State Educational Technology Directors Association.
Utah's Open Textbook Project
K-12 education. The textbook content will be housed on the CK-12 platform. The CK-12 foundation is a nonprofit organization established to create and support open source K-12 curriculum aligned to state standards. All materials available through CK-12 are free, online, and customizable. This is
http://www.uen.org/oer/
Open Educational Resources K-12 Bill Passes in Washington State

Endless Reader- https://itunes.apple.com/us/app/endless-reader/id722910739?mt=8
Book Creator- create and publish your own ebooks. https://itunes.apple.com/us/app/book-creator-for-ipad-create/id442378070?mt=8
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Implications for the Educational Community
by Caren Bautista