How does the way teachers work need to change? What are the implications of the digital textbook for instructional planning? Is the switch to digital time-consuming?
While there is no shortage of interactive activities to plan, Marie-Josée Lavoie feels that she has a lot to do. She also feels a constraint, that of filling the pages of the notebook. “The program is busy,” she says. I teach, I plan and I go to the notebook. I do not operate projectable activities as much as I would like. I tell myself that the paper activity book must be completed, because the parent paid for it ”.
As far as Carmen Roberge is concerned, few changes have been made to her teaching practice, apart from presenting the information differently. “This is only a small addition to my teaching. Of course, I can underline things and emphasize certain parts. Of course, I could save our annotations if we haven't finished our activity to resume it the next day. But, at the moment, it's very basic. For what it costs, I'm disappointed. "
Is the way publishers work changing too? Probably, because the needs of teachers seem more difficult to pin down than before.
“We don't have exact feedback from teachers,” deplores Caroline Viel. Even if it is purchased, we are still amazed that the material is little used. "
Are teachers anchored in their ways of doing things? Are they afraid of changing their habits? Admittedly, not everyone is comfortable improvising with technology and some prefer to let their colleagues commit themselves before getting started.
"When we ask them what they use and what they need, teachers often tell us that they use Google to find news items, maps, images, in short, what is offered for free" , continues Caroline Viel.
Yet this practice probably does not encourage copyright protection. Due to the mass of information available and its easy access, some teachers forget that restrictions apply to digital and that they are the same as for printed documents. Some also believe that they are fully protected, because they do not make commercial use of the material gleaned here and there. However, the fact of distributing material in a school context is not a personal use.
Would teachers favor well-designed teaching material that can be broken down in order to personalize an arrangement and build a course in their image? This is the approach that Pierre Poulin seems to adopt in his iClasse. “I dream of developing interactive sites and videos in all areas… and that school WiFi networks will be able to support them. I encourage the creation of in-house ePub format textbooks, an avenue that we intend to develop with students in the iClasse ”.