Slides from the presentation I gave at the ​​​​Open Textbooks: Challenges for Policy conference at Haifa University on June 11, 2015.

1. FROM TEXTBOOKTEXTBOOK
TO E-TEXTBOOKE-TEXTBOOK
REGULATORY CHALLENGES
Yoni Har Carmel
The Center for Research and
Development of Alternatives in Education

2. FROM TEXTBOOKTEXTBOOKTO E-E-
TEXTBOOKTEXTBOOK:
REGULATORY CHALLENGES
Textbook RegulationTextbook Regulation

3. BACKGROUNDBACKGROUND
The State Education Regulations
(supervisory arrangements), 1956 §
21:
“ No textbook shall be used for the purpose of
teaching students within any educational
institute, unless it has been approved in
accordance with article 4(b)(4) [ …]”
The State Education Law, 1953
Article 4(d):
“ “Textbook”: a designated book for the use of
students or teachers within an educational
institute in accordance with a curriculum and
published in any form or technology”

4. THE PURPOSE OF REGULATING THE USE OFTHE PURPOSE OF REGULATING THE USE OF
TEXTBOOKTEXTBOOK
Objective
To achieve conformity and consistency of
state wide curriculum
To assure the selection of textbook of
highest quality
To reduce the private expense on textbooks
Textbook
Regulation
Regulator
School Publisher
Tulley Michael M., A Descriptive Study of the Intents of State-Level Textbook
Adoption Processes, Educ. Evaluation & Pol'y Analysis 7 289 (1985)

5. THE TEXTBOOK APPROVAL PROCESSTHE TEXTBOOK APPROVAL PROCESS
Development
Proposal
Approval
Academic
and Pedagogic
Evaluation
Price
Approval
Post-
Approval
Conditions
Publisher
Appeal

6. THE TEXTBOOK REGULATION POLICYTHE TEXTBOOK REGULATION POLICY
THE POLICY MEASURESTHE POLICY MEASURES
The Intended Curriculum: what and how
students should learn.
The Enacted Curriculum: what and how
students are taught in schools.
The Learned Curriculum: what do students
actually learn.
“Potentially Enacted Curriculum".

7. Development
Proposal
Approval
Academic
and Pedagogic
Evaluation
Price
Approval
Post-
Approval
Conditions
Publisher
Appeal
THE TEXTBOOK REGULATION POLICYTHE TEXTBOOK REGULATION POLICY
THE POLICY MEASURESTHE POLICY MEASURES

8. Development
Proposal
Approval
Academic
and Pedagogic
Evaluation
Price
Approval
Post-
Approval
Conditions
Publisher
Appeal
THE TEXTBOOK REGULATION POLICYTHE TEXTBOOK REGULATION POLICY
THE POLICY MEASURESTHE POLICY MEASURES

9. The National Program for Adapting the Israeli
Education System to the 21st
Century
“ […] to lead to the existence of innovative
pedagogy in the schools, while integrating
information and communication
technologies (ICT).”
FROM TEXTBOOK TO E-TEXTBOOKFROM TEXTBOOK TO E-TEXTBOOK
DIGITAL LEARNINGDIGITAL LEARNING
Digital
Learning
T
echnology
P
edagogy
Content
eTextbook

10. Development
Proposal
Approval
Academic
and Pedagogic
Evaluation
Price Approval
Post-Approval
Conditions
Publisher
Appeal Legal
Clearance
Technological
Standards Compliance
Check
FROM TEXTBOOK TO E-TEXTBOOKFROM TEXTBOOK TO E-TEXTBOOK
THE E- TEXTBOOK APPROVAL PROCESSTHE E- TEXTBOOK APPROVAL PROCESS

11. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
Effective?

12. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
STAGE I – CHALLENGING THESTAGE I – CHALLENGING THE
ASSUMPTIONSASSUMPTIONS

13. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

14. The Textbook’s
Sources
of
Authority
The separation between author and
reader
(Olson, 1989)
The norms of the educational institute
(Luke et al., 1989)
The teaching practices of the
traditional pedagogy
(Baker & Freebody, 1989)
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

15. Object
)fixed, static,
(linear
Nature of the
Learning Material
Process
)modular,
evolving,
non- linear(
hyperlinks, learning
object, media layers
E-
TEXTBOOKTEXTBOOK
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

16. Close, Physical,
Schematic
Learning
Environment
Open, On-line,
Virtual
)distance learning,
MOOCs, LMS, mobile
learning, BYOD(
E-
TEXTBOOKTEXTBOOK
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

17. Traditional
pedagogy
Pedagogic
Practices
Constructive
pedagogy
)collaborative / active
learning, High Order
Thinking(
E-
TEXTBOOKTEXTBOOK
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

18. Assumption In the Digital Age
Textbook acts as
authority within the
classroom
A tool for enhancing
the teachers’ and the
students’ autonomy
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS
E-Textbook
Regulation
Relatively less likely to achieve
consistency and conformity to the
state determined curriculum.

19. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

20. Assumption In the Digital Age
The textbook is a fixed
object
The e-textbook is an
evolving process
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS
E-Textbook
Regulation
Limited in its capacity to assure the
quality of e-textbook.

21. ‫שנייה‬ ‫יד‬ ‫שוק‬ ,‫צילומים‬ ,‫ספרייה‬ ,‫נוספת‬ ‫מכירה‬
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS

22. Assumption In the Digital Age
The price is the only
factor on the private
expense
The publisher has
control over possible
uses in the e-textbook
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CHALLENGING THE ASSUMPTIONSCHALLENGING THE ASSUMPTIONS
E-Textbook
Regulation
Fails to limit additional charges
imposed by publishers.

23. E-Textbook
Regulation
Relatively less likely to achieve
consistency and conformity to the state
determined curriculum.
Limited in its capacity to assure the
quality of e-textbook.
Fails to limit additional charges imposed
by publishers.
CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION

24. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
STAGE II - LOOKING FOR THESTAGE II - LOOKING FOR THE
ALTERNATIVESALTERNATIVES

25. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
LOOKING FOR THE ALTERNATIVESLOOKING FOR THE ALTERNATIVES

26. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
LOOKING FOR THE ALTERNATIVESLOOKING FOR THE ALTERNATIVES

27. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
LOOKING FOR THE ALTERNATIVESLOOKING FOR THE ALTERNATIVES

28. CRITICAL ANALYSIS OF E-TEXTBOOKCRITICAL ANALYSIS OF E-TEXTBOOK
REGULATIONREGULATION
CONCLUSIONSCONCLUSIONS
1. As technology advances a centralized governmental
control over textbooks becomes less effective.
2. Technology affords substantial alternative or
supplementary tools that can be utilized in order to
achieve the same purposes.

29. THANK YOU
YONIHARCARMEL@GMAIL.COM