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Interactive textbooks in classroom instruction
Maierová, Lenka ; Stará, Jana (advisor) ; Wildová, Radka (referee)
The presented thesis describes the use of interactive textbooks by selected primary school teachers in their teaching. In the theoretical part of the work, the development of textbooks is briefly outlined, followed by a short chapter on the history of interactive textbooks. Further chapters are devoted to a summary of the functionalities of interactive textbooks by selected publishers and of related technical equipment in schools. The theoretical part concludes with a look at the Bring Your Own Device system and the Future Classroom Lab concept in the context of interactive textbooks. The empirical part of the thesis describes the use of interactive textbooks in the process of teacher preparation for teaching, their work with tools, features and content in teaching itself. In the research investigation a qualitative approach was used, where the interview method was chosen. To better place the data in context, this method was supplemented by observations that took place in the teaching practice of individual teachers. The data collected was coded and then subjected to analysis. The central part of the paper is the presentation of the results of a research investigation aimed at exploring the relationship of selected teachers in one school to the adaptation of interactive textbooks, their...
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Different perspectives when working with a printed textbook and an I-textbook in selected chapters of mathematics in tertiary education
VOCETKOVÁ, Klára
The Czech education market at the primary and secondary level offers a wide variety of printed textbooks, which are more and more accompanied by I-textbooks and also by hybrid textbooks. Elementary school pupils and their counterparts in secondary schools may practice their mathematical skills using various mathematical exercises, which help them achieve a solid foundation necessary for successfully completing university mathematics courses. The teaching materials for the university level are not issued widely, as it is for elementary and secondary schools, universities usually use their materials, and the university teachers recommend them to their students. Some of the teachers present to their students printed practice books, and others use digital teaching portals available online. Seldomly the teachers provide the teaching materials to their students according to their individual learning styles. This approach is a core issue of the presented research. The thesis consists of two parts: theoretical and empirical. The theoretical part presents the theoretical background of the research, including the definition and classification of textbooks and the functional structure textbook analysis and categorization of the mathematical text. A particular chapter is devoted to the university education level, specifics of the mathematical text, and the didactical principles in the context of textbook selection. The empirical part presents the conducted research methodology following the results of previous pieces of research in variable conditions. The main objective of the work is to identify the different viewpoints on the work with a printed university mathematics textbook and an I-textbook. The main viewpoints are the number of used hints necessary for solving mathematical problems, the students' error rate, and the time the students need to solve these problems. Other research questions deal with the selection preferences of the students regarding the media and the utility of interactive elements in new media. The research respondents are first-year university students participating in the introductory course of engineering Mathematics at the Faculty of Economics at the University of South Bohemia in České Budějovice who were given several sets of mathematical problems to solve and to help them to acquire the given subject matter. These problems were selected based on a specification table to meet the necessary validity, reliability, practicability, and sensitivity so that the posed research questions and formulated hypotheses could be processed quantitatively and verified.
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