(Not) Choosing social studies digital textbooks: A case study of elementary teachers’ perceptions

Objectives This study explored elementary teachers’ perceptions of digital textbooks and their motivations for adopting or rejecting them. Methods Six teachers were purposefully recruited from the social studies teacher learning community for in-depth interviews: three currently use digital textbooks for social studies, while the other three have transitioned to paper textbooks or their own materials, despite their experience participating in the creation or review of digital textbooks. Results Findings revealed that teachers’ views on the purpose of social studies significantly influenced their textbook preferences. All teachers acknowledged the advantages of digital textbooks in facilitating knowledge acquisition, yet they held diverse perspectives on the significance and interpretation of knowledge acquisition within the context of social studies. Furthermore, while all teachers recognized the importance of promoting students’ self-directed learning, their varied definitions of this concept shaped their preferences for textbook formats. Lastly, while all participants identified technical drawbacks and the general inconvenience associated with digital textbooks, those who no longer use them were particularly vocal about issues related to outdated and inappropriate materials, rather than technical glitches alone. Conclusions Based on the findings, this study suggests that content quality and relevance are crucial in developing digital textbooks, particularly to support the goals of social studies education, such as promoting democratic values and critical inquiry. These findings advocate for a nuanced approach to digital textbook development to align with effective social studies instruction.