It is agreed that the coursebook is a teaching and learning resource for both instructors and learners. However, some instructors think of the textbook/coursebook as a foe, not a friend. Due to the increasing adoption of blended learning, instructors (and/or curriculum writers) are now responsible for developing adaptive teaching materials having the coursebook as a framework for them. This current paper aims to help instructors identify the process of Adoption, Adaptation, and Innovation for their target coursebook(s). The coursebook’s position and the situation in the Omani context in different educational stages entail immediate revisits to maintain quality. Then, a historical overview of the process of designing and/or selecting the target course books will be presented. Next, the instructors’ three main attitudes towards the coursebook which are: Adoption, Adaptation, and Rejection will be discussed. In this regard, we point out practically how to change these attitudes into Adoption, Adaptation, and Innovation to find out a kind of matching between the coursebook and the style of teaching/ learning during the pandemic time. Moreover, the paper highlights the process of reconciliation among the instructors, coursebooks, and learners. Furthermore, presenters practically illustrate how to digitize the coursebook actively and creatively through an example reading lesson that would integrate multiple languages and digital learning skills. Two online model lessons are proposed: student-paced and teacher-led to satisfy learning styles.
|حالة النشر||Unpublished - 2021|