Dan Meyer is known as being a very innovative math teacher. He recently blogged about his experience using McGraw Hill's Algebra I ibook and has found that it isn't that innovative. It offers what one of my favorite professors, George Brackett, calls "chrome" but it isn't doing anything to change the way math instruction is delivered. Again, it highlights the importance that PEDAGOGY must undergrid the design of any technology tool for education. The sole benefit of ibooks cannot be that they are lighter than print books.
The textbook is now digital but students still encounter it as they always have: wisdom to be received, perhaps highlighted, annotated, and memorized, but not created, constructed, or made sense of. Teachers still interact with students as they always have. The platform doesn't offer them any new insights into the ways their students think about mathematics. As far as I can tell, the iBook doesn't establish any new link between the student and teacher, or strengthen any old ones.
What I'm saying, basically, is that I'd have to modify, adapt, and extend the McGraw-Hill iBook in all the same ways that I modified, adapted, and extended the McGraw-Hill print textbook. We'd pull out the iBook just as infrequently as its printed sibling."
It does seem that rethinking how we teach and learn keeps getting put on the back burner.