The purpose of study was to compare the characteristics of written textbooks with electronic textbooks in the field of curriculum. The data collection method was documentary includes primary and secondary sources that have been collected by referring to foreign and Iranian databases. Data analysis and presentation of the results were done by using George Bereday comparative method. The findings showed that in terms of similarities, it can be inferred that both types of books pay attention to ease of transmission while integrating the contents, ease of reading, simple and convenient use for all people, coherence of the contents, and diversity of use. In terms of the differences, e-books specific features such as diversity in subject, diversity of authors, more attention to the social and individual needs of the audience, attention to modern theories of the curriculum. E-books have general features such as remote access, support for multimedia facilities, no need for physical space, ability to zoom in on the screen, adjust page and font to the desired size, search and print, easy and cost-free shipping, reduce the price, and no storage space. The specific features of the written books in the field of curriculum include similarity and repetition of the topic and dominance of famous authors in the field of publication. The general features of written books are repetition of printing, increased concentration while reading, no need to communicate with the Internet, no need for computer and other tools for reading, reduction of damage to the eyes, less use of fatigue and physical damage, the ability to touch and communicate more with the book, and an increase in desire and the passion for reading comes from looking at books in one's own library. According to the findings, it seems that the field of curriculum is going through a gradual evolutionary process in terms of the way the audience has access to resources affected by technological developments in Iran.