Question

speech on text book are effective than ipads

Answer 1

oh this is interesting. here is the answer

A new study shows that students learn way more effectively from print textbooks than I pads *screens

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.

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.

I hope this helped
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Answer 2

During the past few years, technology such as iPads has been a growing trend

in classrooms. Students are slowly being drawn away from text books and introduced

to digital books on iPads. This study seeks to gain insights into the

effectiveness of the implementation of technology in early childhood classrooms.

To examine the effectiveness of using iPads for reading, this study addresses

the following question: Do children comprehend more when reading

from iPads? Ten kindergarten students participated in this study. Their reading

comprehension scores when reading from iPads and books were collected

within a two-week interval and then compared. After reading stories from

iPads and books, students were asked comprehension questions from the

DRA and their scores were recorded for each section of comprehension skills

which included: previewing, retelling of events, character details, retelling using

vocabulary, retelling with teacher’s support, reflections, and making connections.

The data showed that nine out of ten students scored higher in

reading comprehension when reading from iPads, and one student scored the

same on both. This study suggests that more research on effective, appropriate,

and intentional teaching with iPads and other technology in classrooms is

needed to further examine the benefits and downfalls of using such devices in

the field of education