TASK 2 (AGREE OR DISAGREE): TEXTBOOK-BASED LEARNING

Some people think that schools should stop teaching students by using books, because students find them boring and that children can learn from films, TV, video games and computers instead. To what extent do you agree?

Sample Answer

It has been widely argued that the conventional textbook-based learning perpetuated by most schools should be discounted in favour of alternative pedagogical approaches utilising other channels, such as movies, TV, video games, and computers, due to the former’s perceived boredom. While acknowledging the valid reasons behind this thinking, I do not share this view.

Proponents of transitioning from book-based learning to multimedia-based education highlight a stark contrast between the two pedagogical methods. A textbook-dominant curriculum, they say, may be restricted to some extent in terms of the breadth of knowledge and real-world examples due to writers’ biases or the strict requirements of educational providers. An instructive example would be most Geography textbooks used at various levels of formal education. These coursebooks are likely limited in terms of their provision of only superficial knowledge about countries and their respective cultures, serving as dry dictionaries for students to pass exams rather than engaging materials. By contrast, other media such as National Geographic, online travel vlogs, and adventure-inspired games can offer far more easily digestible content alongside real-life encounters and vicarious experiences, thereby fostering student engagement.

Nonetheless, this argument overlooks the potential distractions stemming from multimedia channels. Granted, educational TV shows, video games, and computers may aid learning and promote knowledge acquisition, but they are often associated with non-educational, age-inappropriate, and irrelevant content, leading to unwanted distractions and detachment from the main curricula. Added to this are the multifarious ways teachers can adopt to eliminate classroom boredom and redirect student focus onto the learning materials. These include a shift from teacher-led to student-led classrooms, widespread class debates, weekly projects, and group presentations.

The argument in favour of not abandoning textbooks can be further reinforced by their paramount importance in formal education. Textbooks, albeit unengaging and instructional to some degree, serve to provide educational institutions with a structured framework. Students’ books and workbooks, for example, offer not only background and theoretical foundations for a topic but also practical exercises to strengthen concept internalisation and future application. In tandem with this, the strategic structure provided by books helps students prepare for formal examinations and standardised tests, both of which are essential for achieving desirable grades and fulfilling assessments.

In conclusion, while there are ostensibly justifiable reasons for the displacement of books in favour of other learning media due to the former’s perceived lack of student engagement and the latter’s instructive qualities, these concerns can be addressed through shifting teaching approaches and are short-lived due to potential distractions. In my view, book-based learning continues to maintain its dominance in the educational landscape due to its undeniable role in knowledge acquisition, evaluation, and assessment.

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