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Thanks for your comments, Arun. Whether or not the 'death of textbooks' happens in the next five, ten or fifty years, I do think that considering 'only' the printed textbook when making decisions about learning materials for students is a bit short-sighted. I expect that the rush to go 'all digital' in many countries will be a much longer and tortuous process than many pie-eyed optimists (some of whom, of course, have financial stakes in this transition occurring) would continue to have us believe. Twenty years ago the hype around 'educational CD-ROMs' perhaps peaking -- some places that placed big bets on that technology came to regret just how 'visionary' they had been. (Government officials don't have a particularly good record at technology-related prognostications -- although many many of the 'experts' paid to make related predictions don't have particularly noteworthy track records either). That said, while we can argue about what pace is appropriate (noting that, even within education systems, the pace will be highly varied, which presents all sort of challenges for policymakers and planners), there is no denying this general trend. What, then, to do? There are more questions than answers here, but the opportunity to make big mistakes when embarking on new, long-term 'textbook policies' as a result of the changes that are occurring has perhaps never been more acute. Some countries are considering cutting 'textbook' budgets, using the monies instead to buy lots of new gadgets. Other places are saying that many of their communities don't have regular access to things like computers in schools today, and so it is premature to think about 'digital issues' in any strategic way. I expect both extremes may come to regret the folly of some of their resulting choices. Most places are somewhere between these two poles, of course, and it is such places that I find the greatest hunger for guidance about these issues.