With the change of social environment, rapid progress of information technology and the change of learning value, broadband network has become the largest information communication and most influential medium in modern time. Network instruction and digital learning also rapidly involve in the field of traditional teaching and learning. For the traditional publishers of elementary and high school textbooks, how to acquire pioneering advantages again in new wave of competition becomes the subject explored by this research. This research mainly uses methods such as questionnaire survey, in-depth interview and secondary data analysis to examine the developmental process, current situation of website, future trend of on-line learning websites operated by publishers of elementary and high school textbooks at present and the elementary and high school teachers¡¦ views and suggestions toward on-line learning websites of the publishers of textbooks. The research finding reveals that the developmental process of on-line learning websites of textbook publishers at present is affected by the policies of government which also directly influences the publishers¡¦ directions to participate in website development & research and operation. As to the requirements of content on websites, developing multimedia materials which are more interesting and comply with teaching is the direction the publishers should work for. With regard to future developmental trend, virtual and realistic integrations are the prospective developmental directions for most of the companies. The websites not only provide teaching resources but also function as the media for publishers¡¦ multiple uses such as marketing, advertisement and service. The teachers¡¦ satisfaction of website utilization also affects the willingness of selecting the textbooks. The above research findings can provide the direction of designing learning websites for the textbook publishers and function as the base for the policy planning of educational administration and the reference when the teachers use the websites.

MCom / Department of Business Management / Textbooks in the school context have a crucial role to play in order to achieve educational objectives as well as in directing teaching approaches (Doll, 1996). Curriculum change creates a demand for new textbooks (Taylor & Richards, 2014). The market for publishing and retailing of textbooks has many unique features, including the demand and supply aspect which is influenced by public procurement, and the existence of profit-driven textbook publishers and retailers. The phenomenon of curriculum change represents another distinctive characteristic of the market, which acts as a disruptor to the economics with significant implications for roleplayers in the market. These effects may be positive or negative, as insufficient information exists on the impacts of this feature of the market, especially in the South African context. In this study, textbooks publishers and retailers are the focus as it is their business obligation to supply textbooks to the Department of Education. The primary purpose of the study is to investigate the perceptions of selected textbook publishers and retailers on the impact of curriculum change on the performance of their businesses. The study identified proper communication and lack of intensive training as gaps that need to be addressed to ensure that textbook publishers and retailers succeed well in their businesses despite curriculum change. An in-depth qualitative study was conducted using purposive sample of 30 key respondents, that is, ten respondents from textbook publishers, ten respondents from textbook retailers and another ten from the Department of Education. The study employed the hermeneutic approach to analyse the empirical qualitative data generated from the research study. The analysis of the study was focused on the challenges that textbook publishers and retailers face due to curriculum change as well as their strategic response to curriculum change. The study found that textbook publishers and retailers’ perceptions on the impact of curriculum change on their business is both negative and positive and that the industry appreciates curriculum change as a stimulus of economic activity despite the challenges experienced. Recommendations for textbook publishers and retailers to cope with curriculum change are given.

This study examined science textbooks over time to better understand the science content expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: 1) What specific science content has been presented via the textbook from 1952 to 2008? 2) Within which areas and in what way does the science content change? 3) Are new scientific findings reflected in 8th and 9th grade U.S. general science textbooks? Twenty-six themes were identified which reflect five areas in science: Chemistry, Physics, Earth Science, Biology, and Process of Science. Trends in science content in U.S. 8th and 9th grade general science textbooks, as revealed by this data sample, indicated no statistically significant change in depth of coverage in Physics and Process of Science over the past 60 years, no significant change in depth of coverage in Earth Science and Biology in the last 40 years, and no significant change in coverage in Chemistry over the last 30 years. Additionally, a total of sixteen new discoveries were found in the textbook sample. For classroom teachers this information may alert them to the necessity of going beyond the textbook in preparing students for life in a global society. In educational practice, this research supports and reinforces the need for inquiry learning and socioscientific curricula. It may also influence educators to challenge assumptions regarding the value and selection of the traditional classic science content.