Emerging Technology Plan
Electronic Books
with the iPad
By: Thanh Nguyen
What are Electronic Books?
Electronic books (also known as ebooks or digital books) are an
electronic copy of a printed book
that allows anyone to read it while
using a computer or by using a form
of digital eBook reader such as an
iPad.
 Electronic books show you digital
texts and images of the original
printed book.

Technology Use in the Classroom

According to The Horizon Report 2011, “Electronic books are
beginning to demonstrate
capabilities that challenge the very
definition of reading. Audiovisual,
interactive, and social elements
enhance the informational content
of books and magazines.”
Reasons to use Electronic Books
1.
2.
3.
4.
5.
6.
7.
You can get, view, and read the ebooks anytime you want
without the wait.
You can bookmark pages, make notes, highlight passages,
and save selected text.
You can highlight any key information that are helpful.
It is lighter and easier for you to carry around without straining
your back with a heavy bookbag.
The search bar makes it easy for you to find the books you
need.
There is a built-in dictionary as well as ways to alter the color
and style of the text.
You can print up to 10 pages at any time as long as you don’t
go over the limit of 150% of the total number of pages.
Electronic Books support the vision for
technology use in the district
According to Gwinnett County Public Schools’ Comprehensive
Instructional Technology Plan, it states that “each school
implements instructional technology as part of the curriculum,
and the performance goals for students are integrated into the
learning activities.”
 GCPS is combining technology literacy goals and instructional
goals to strive for better education.
 By having Electronic Books in the classroom, students are
integrating technology into reading. Electronic Books will
enhance the different ways of reading a book. Electronic Books
support the vision because a technology tool is implemented as
a learning activity to help students perform better to achieve
the performance goals, instructional goals, and technology
literacy goals.

Who can use Electronic Book?
Electronic Books are appropriate for
students of all ages and grade levels to use.
Faculty and staff are also able to use
Electronic Books for their own purposes.
 To ensure equitable access to Electronic
Books, teachers must make sure that there
are different eBooks downloaded to match
the different reading levels of each student.
Teachers should compile a list of books that
students can read according to their reading
level so that students can easily access to it.

Items needed to implement Electronic Books:
As stated in the 2011 Horizon Report, “multifunction devices
like the Apple iPad and the Samsung Galaxy represent a new
class of tools that merges the utility of electronic book readers
with web browsing, a wide variety of applications, and an
expanding set of entertainment options. The ready availability of
both reading devices and digital content makes it very easy to
integrate electronic books into everyday portable computing.”
 For our school, we should focus on getting the Apple iPad to
implement the use of Electronic Books into the classroom. An
Apple iPad is a touch screen tablet that has an application to
use Electronic Books. The goal is to have an iPad in each
classroom.
 The only software that we would need with the iPad would be
to download the Electronic Books applications, so that we can
have access to the Electronic Books. There are different
applications for Electronic Books that you can choose from
such as Ibooks, Kindle, Nook, Kobo, and Google Reader.
Headphones are also needed so that students can listen to the
story as it is being read to them.

Technical Support
Students rely on their teachers as their technical support. Teachers rely
on the school’s technical support personnel to fix any problems that
arise with the technology equipment, the iPad.
Technical support are available for teachers, administrators, and
technical support personnel online through the Apple Store. Websites
are attached below. If the problems are not fixed after the online
support, the in-store support is always available to help. In this case, the
iPad will need to be brought in to look at to fix any problems.
http://www.apple.com/support/iPad/
 http://www.apple.com/support/ios/ibooks/
 http://support.apple.com/kb/index?page=servicefaq&geo=United
_States&product=iPad
 http://www.apple.com/support/contact/

Content Standards
Electronic Books could be used to help students:

recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions
and stimulate ideas (GPS, CE) (1LA_B2009-6)

make predictions using prior knowledge (GPS) (1LA_B2009-7)
self-monitor comprehension and reread when necessary (GPS) (1LA_B2009-8)
ask and answer questions about essential narrative elements (e.g., beginning-middle- end, setting, characters, problems, events,
and resolution) of a read-aloud or independently-read text (GPS) (1LA_B2009-15)
distinguish between real and imaginary content (GPS) (1LA_B2009-16)




















compare and contrast content within and between stories and between stories and personal experiences (GPS) (1LA_B200917)
recognize plot, setting, and character within texts, and compare and contrast these elements among texts (GPS) (1LA_B200918)
read grade-level text orally with appropriate accuracy, speed, and expression at a target rate of 60 words correct per minute
(GPS) (1LA_D2009-24)
increase vocabulary to reflect a growing range of interests and knowledge (GPS) (1LA_D2009-25)
apply knowledge of letter-sound correspondence to decode new words (GPS) (1LA_D2009-34)
read words containing digraphs (sh, th, wh, and ch) (GPS) (1LA_D2009-36)
read words containing vowel digraphs (ai, ay, ea, ee, and oa) and r-controlled vowels (ar, er, ir, or, and ur) (GPS) (1LA_D200937)
use spelling patterns and word families to recognize words (GPS) (1LA_D2009-38)
apply learned phonics skills when reading words, sentences, and stories (GPS) (1LA_D2009-39)
apply letter-sound knowledge to decode accurately and quickly (GPS) (1LA_D2009-40)
identify 200 common sight words in isolation and in text (GPS) (1LA_D2009-41)
identify words that are opposites (antonyms) or have similar meanings (synonyms) (GPS) (1LA_D2009-43)
recognize grade-level words with multiple meanings (GPS) (1LA_D2009-44)
read compound words in grade-appropriate texts (GPS) (1LA_D2009-45)
read contractions in grade-appropriate texts (GPS) (1LA_D2009-46)
read words with inflectional endings (-ing, -ed, -s, and -es) (GPS) (1LA_D2009-47)
begin to use dictionary and glossary skills to determine word meanings (GPS) (1LA_D2009-48)
Technology Standards for Students
Electronic Books on the iPad could be used to meet
student technology standards.

2. Communication and Collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others.
◦ a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media

5.Digital Citizenship: Students understand human, cultural, and societal
issues related to technology and practice legal and ethical behavior.
◦ a. Advocate and practice safe, legal, and responsible use of information and technology
◦ b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
◦ c. Demonstrate personal responsibility for lifelong learning

6.Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations.
◦ a. Understand and use technology systems
◦ b. Select and use applications effectively and productively
Student Learning Goals

The usage of Electronic Books through the iPad will help
students with:
◦ Working with different technology tool: students will learn and be expose to a
different tool that will help educate them more.
◦ Writing Process: Students will be able to write down the summary (beginning,
middle, end) to what they read. Students will use the Writing Process to help
them write stories in relation to what they read.
◦ Comprehension: Students will comprehend what they are reading with
continuous exposure to the stories.
◦ Higher-Order Thinking Skills: Students will put higher-order thinking skills in use
before, during, and after their readings in order to show that they can make
inference and personal connections to what they read.
◦ Fluency: Students will develop fluency as the story is being read aloud.
◦ Listening/Speaking: Students will develop better listening skills as they follow
along to the story being read. Students will take what they hear and learn how
to pronounce the words the correct way. It will help them with their speaking
voice (speaking skills? OR It will help them carry out a conversation which will
also help them develop fluency) which will also help develop fluency.
◦ Collaborative learning: Students will work with others (classmates, teachers,
parents) to achieve the knowledge and reading skills. Support amongst
everyone will help students achieve their learning goals.
Collaborative Learning & Communication






Globally and locally, Electronic Books are able to show that collaborative learning
can be done in spite of of where the students may be. Electronic Books can be
used in places other the classroom.
It allows parents and other community members to constantly work with students
on their reading with the usage of Electronic Books. Teachers can also work with
parents to provide access to Electronic Books at home. Teachers will collaborate
with parents regarding different reading strategies at home with their own device
that supports Electronic Books.
Teachers can work together to plan and share lessons. The Electronic Books allow
teachers to share ideas, tools, methods to other teachers globally that supports
Electronic Books at their school.
Students are able to partner up to use the iPad or they can even take turns.
Regardless, students will constantly be learning once they pick up the iPad to use
the Electronic Books. Students are also able to get the support from their
classmates with the usage of the device. Partner/Shared reading provides students
with opportunities to discuss what they read.
Electronic Books, the iPad, offers many convenient, effective, and engaging
opportunities in the classroom. It is a great way to inspire others to collaborate
together to motivate students to learn.
According to The Horizon Report -2011, “Social tools extent the
reader’s experience into the larger word, connecting readers with one
another and enabling deeper collaborative exploration of the text.”
Research shows…
Lorrie Jackson, Education World, stated, “E-books can energize and motivate
students and thus improve student learning.” She also mentioned that there
are numerous interactive activities that students can explore on the
Electronic Books such as the electronic encyclopedia. Electronic Books bring
capture many visual aspects for the visual-impaired students.
 According to Amy Price, a teacher librarian, “Every child with autism
improved when using the iPad and interactive e-book over text books, except
one. However, that student answered 100% of the comprehension questions
correctly on all four assessments. There were no students whose
comprehension decreased when using the iPad and interactive e-book. The
rate of increase in comprehension when using the iPad and interactive ebooks was 21% in students in middle school grades, 25% in students in the
high school grades, and 21% in students ages 18-22. All three groups showed
statistically significant improvements in information acquisition when using the
iPad, interactive e-books.”
 Amy Price also surveyed teachers regarding their opinions with iPad which
states, “Teachers reported that students found the iPads motivating and that
use of the iPad reduced off-task behavior. Some students would even choose
the iPad as a reward for appropriate behavior, and there were no reports of
students refusing to use the iPad or needing to have their iPad privileges
revoked.”

Meeting the Needs of the Learner

Electronic Books such as the iPad engages all students, even students with disabilities.
◦ According to Education Week article, a second grader from Wisconsin is able to still
read from the iPad although he is blind. The iPad is equip to have a “special Braille
translator connected to allow blind students to read, send emails, and access the
internet.”
◦ Students who are visually impaired or in need of multisensory outputs are able to
use the iPad regardless of their struggles.
◦ Students with learning disabilities and English as a Second Language learners could
choose to have the text read aloud. Students with low vision could have control the
speed of their reading and the read aloud because they are able to turn the pages at
their own pace. The settings are very user-friendly which makes it possible for each
user to handle.

Electronic Books can be linked to other materials that helps extend and enrich students.
Students have varieties of reading leveled books that they can read. Books will be
downloaded to meet the needs of everyone according to their reading level. Teachers
can facilitate higher level instructional strategies to promote higher order thinking skills.

Students can: change the font size, font color, brightness and volume. Students can also
use the: dictionary, thesaurus, and highlighting tools. Students can also bookmark their
page so that they can go back to it whenever it is needed.

It is created/formatted so that it fits the needs of all students.
Limitations/Challenges/Obstacles












Can only read Electronic Books when you have the device to
read it such as the iPad
Can only read one book at a time per device
Fragile; therefore, you must be careful
Limits copies that can be made
There’s a fee to download the Electronic Books
It is difficult to evaluate students’ reading
Some books are restricted to certain users
restrictive copyright licensing on some
Limited range of titles offered
Can be unorganized with students alter the format
No short summaries of the book before you read
Glitches with voiceover for the audio reading
Safety
There are some safety precautions to keep
in mind when implementing Electronic
Books through the usage of an iPad.
 Device theft: Users might take the iPad away
from it’s normal area. It is small enough to
keep it hidden away in bags.
 Identify theft: Others can sign/log in as you
and pretend to be you. Who knows what
they can do with your identify.
 Viruses may occur if users are not using the
Electronic Books like they are supposed to
or they might have wander into sites that
exposed them to viruses. Technical support
will be needed.

Legal Issues

Legal issues that might arises with
Electronic Books would be copyright
issues.You would want to make sure that
the publisher of the e-books did not
break any copyright rules before
purchasing the books for your students to
read.
Funding & Financial Concerns




To be able to implement Electronic Books in the classroom, we need
to purchase iPads. Each iPads cost $400. For each teacher to have one
in their classroom, the school will have to put out $5,600 which covers
14 iPads. After purchasing the iPads, funds are needed to be put aside
to buy Electronic books. An estimation of $2,000 will be needed to
purchase 200 Electronic Books that will be shared throughout the
whole school through the iPads. Funding for books are continuous.
It does not cost money to train teachers and administrators to use the
iPads. Time will be needed to play around and see how it works.
A potential funding source that can be applied to support the
implementation of the Electronic Books through the usage of the iPads
would be the Conover Mobile Technology Grant. The purpose of this
grant is to give individuals iPads to use to improve their ability to work
independently.
Donor Chose is another potential funding source that lets donors have
the opportunity to donate to a great cause of technology.
Professional Development & Learning
After receiving approval from the school to implement Electronic Books to the
school environment, the technology team will go forth to get funding for the
devices and all equipments required. Afterwards, they will hold a Professional
Learning Session to the staff and faculty at the school regarding Electronic
Books.
-During the Electronic Books PLC, the technology team will:

Introduce the purpose and reasons behind Electronic Books in the school
setting.

Introduce the device, Apple iPad, that will be used to implement Electronic
Books into the classroom.

Model/Show participants how to utilize the iPad.

Model/Show how to download/locate/use the applications to get the
Electronic Books.

Model/Show how to find different genres of Electronic Books.

Model/Show how to incorporate Electronic Books into their everyday
routine.

Answer any questions regarding the usage of Electronic Books into the
classroom before implementing it with the students.
Reflection

When selecting Electronic Books as my emerging technology, I didn’t intend on focusing
it all on iPads. At first, I was referring to any smart devices that are capable of having the
e-book software which includes the kindle and nook. The iPad is a tool that I normally
use a lot to read all of my books on the go. After seeing and learning all new vocabulary
words from the books that I’ve read from the usage of the built-in dictionary, it came
into mind that students are able to learn the same way. My students often have to get up
to use the classroom dictionary to look up the meaning of the words in the middle of
their reading. My students are able to quickly look up the words without having to get
out of their reading area. This shows that having an iPad as an Electronic Book in the
classroom will be very beneficial.

When researching and evaluating, I didn’t realize there are so many limitations and
challenges with Electronic Books. Of course, it didn’t help when I read about the legal
and safety issues dealing with them either. I also learned that there are risks I have to take
when implementing Electronic Books into the classroom. Before letting the class be
exposed to Electronic Books, I, myself, have to understand the full potential and usage of
the Electronic Books first.

This experience both improve and strengthen my professional practice because it lets me
be expose to the emerging technology that are taking place in this world. If I want to help
my students do better and do better, I need to get out of the box and explore the
horizon because there’s so much out there that I can incorporate. I know there’s just so
much out there that I can’t get to all at once. However, I’m gaining knowledge each day
as I am expose myself to different technology aspect to further students’ education.