The article is a call to action to embrace technology in presentations.
As regular readers know, this Examiner has filed a number of reports on the growth of iPads and other electronic devices replacing traditional textbooks in classrooms. Past reports have included Digital textbook take-backs may break hearts on campus and Schools are testing ipads to deliver more effective teaching and learning.
Reports on etexts in school environments may seem like a stretch for a reporter on presentation skills issues. It is not. What young people experience in schools soon enough tailors what they expect from presentations. Additionally, educators are presenters too.
Presenters of all stripes who hope to remain relevant for each successive generation would be smart to embrace the same technologies students have embraced so that, when those individuals enter the presentation audience, the presenter is as comfortable with, and has effectively harnessed, those technologies. And—as I am sure is true with you—this Examiner has many more questions than answers about how to apply those technologies. But, the questions are important.
As a recent report on etext books—called Cracking the E-Books and featured in the on-line newspaper, The Daily, that educators, who find themselves on the frontline of this technology wave, are challenged to keel up with the new technology natives.
The wave is coming. It may take a couple of years, but soon all of us presenters will be challenged to deliver e-handouts, activities that build in tablet use, and video and audio that participants view on their tablets and then report out on.
Reporter Kayleen Schaefer reports in the article that “The U.S. higher education textbook market is estimated to be worth about $9 billion, but only about 2 percent of that is made up of digital textbook sales.” Education may be the last frontier for technology
One challenge is figuring out how to get tablets into the hands of the vast majority of students who do not have them. The article quotes a Pearson Foundation study that dtated 70 percent of students wanted to own a tablet, and 15 percent said they planned to buy one in the next six months.
Another article, iPad textbook revolution gains steam, reported that the high initial costs of developing ebooks. Ironically, the costs final costs are lower.
A second article, 85% of students choose traditional textbooks over the Kindle, reported that when an ebook does not allow for bookmarking or highlighting, college students prefer traditional textbooks.
And yet, the wave is coming. It may take a couple of years, but soon all of us presenters will be challenged to deliver e-handouts, activities that build in tablet use, and video and audio that participants view on their tablets and then report out on. More engagement, higher levels of participation, and increased levels of enjoyment will be the likely result.
The future holds exciting presentation dynamics possibilities, if we figure our how to embrace it.