EduKindle

Should you de-synchronize your Kindle? As my lawyer might say, it depends.

Let me explain. Amazon makes it possible for you to read a book that you have purchased on whatever reading device that you happen to have with you at any time, as long as two requirements are fulfilled:

Requirement 1: Amazon software must be installed on all reading devices.
Requirement 2: An internet connection must be present.

When these two requirements are met, Amazon allows you to access your whole library of books that you have purchased through the Kindle store no matter where you am or what device you happen to have with you at the time.

Very cool.

For me, it means being able to fire up Drive or How We Decide or Iconoclast while waiting for a haircut or for a movie. My Michael Connelly novel is with me during rain delays and long lines at the supermarket. Synchronization means that I have achieved a state of multiple-platform nirvana wherein all my books are with me all the time.

Even better, I don’t have to remember what page I was on in any of them. The mother ship at Amazon always offers to “synch to furthest page read” when I open a book on a different device than the one I was reading on last time. This way, I never lose my place and the reading experience becomes, as Jeff Bezos would say, “frictionless.”

Except when my wife is reading the same book on her Kindle. Then, the “furthest page read” may not be MY furthest page read; rather, it may be HER furthest page read. The synchronization feature also means that her highlights appear in “my” copy of the book. In this case, the ability to share books among multiple Kindles/devices registered to the same account creates a conflict with the ability to synchronize one’s reading among those various devices.

This conflict raises a special problem for teachers who may be leveraging the ability to load books on multiple devices and make more texts available to more students for the same price. What to do?

I only recently learned that you can “de-synchronize” the Kindles and other devices registered to a single account, and if the downside of synchronization is just too great–Josh keeps underlining all the text in everybody’s copy of Old Yeller–then it is easy to take care of the problem.

Just go to the page at Amazon called “Manage My Kindle” and scroll to the bottom, where you will see a link named “Manage synchronization between devices.” This is where you will find the following guidance from the Amazon team (see below, #1):

“You should turn synchronization off only if:
* You and someone else are reading the same book, AND
* The Kindles are registered to a single account”

The recommendation seems sound, if a little bossy. So many advantages of the Amazon Kindle system flow from the synchronization feature that it only makes sense to keep it on (which is the default setting) unless it is creating a problem for you.

If you decide to “de-synchronize” because you want each device in the classroom (or at the house) to operate independently of the others, then look for the button on the right that allows you to “Turn Synchronization Off” (see illustration, #2).

Click for larger image

Remember, teachers, that turning off synchronization does not in any way interfere with your ability to load books onto Kindle, or with the students’ ability to highlight passages or make notes. Those highlights and notes will simply be stored “locally,” saved only on the specific Kindle on which they were made. They can still be accessed by your or the students by tethering the Kindle to a computer with the USB cord and accessing the text file where those notes and highlights are stored.

Now, sometimes it might be cool to have multiple students commenting and highlighting a book across multiple devices. That might even become a best practice for Kindle/ereader use in the classroom. A literature circle or book club of kids take on a read together, share their notes and highlights, and then each create a summary piece of writing explaining a passage or two that received particular attention from the group. Or make the marked up text a group project, finding six passages that seem significant and each making a comment that the teacher could read and respond to or even grade.

Hint: one special power of the synchronization feature is that the highlights and comments that are made in the text by an individual or a group are available for viewing online here after login. Sign in and look at the column to the right; there you will find a icons for “Highlights” and “Notes.” Students could be required to put their name at the end of each note they create, and the teacher could browse these notes easily without have the Kindles handy or any file transfer reqquired.

So, in the end, whether you keep your devices synchronized or not just “depends” on the kind of reading experience multiple readers on a single Amazon Kindle account want to have.

It is a fine, bright Saturday morning and I think that today I will clean up my Kindle. What I mean is, clean up all the content that has been chewing up space in the onboard memory. I knew it was time when I recently received the message that I could read my book but that there isn’t any space left in memory for highlights or notes. Yikes!

How did get into this pickle? Well, I am one of those who downloads every book that is offered through the Kindle Store for free; I mean, how could that hurt? I am also a big fan of Kindle’s “sample” feature–I just love getting those pages to read before I have to buy (even if some of them barely get me past the dedication). And I am also one who lets the periodicals stack up. I have a virtual pile of Wall Street Journals that’s taller than I am. Gotta do something with all of them.

My first step for content cleanup with my Kindle (an original Kindle, not a 2, although all of these suggestions should work with both) is to connect the Kindle to the computer with the USB cord and backup my complete “documents” folder by copying it to my desktop. Then I rename it something like “kindle backup 060609″ and tuck it away somewhere on the hard drive or my thumb drive. Then I ruthlessly delete a bunch of the old newspapers and other detritus from the folder that is resident on the Kindle itself. Why start this way? Because these are the items that account for pages and pages of items when I fire up the “content manager” in the menu to delete items individually.

Why not make all my changes this way? I could. But when you look at the documents in the folder, each with its own .mbp file, the picture is not as clean as it is in the content manager or in the main menu of titles itself. So I disconnect the USB and use the content manager on the Kindle or the menu list of titles in the Kindle 2 and I identify the titles I don’t need handy and delete them from the device.

I am comfortable in doing so, of course, because I backed up the whole folder before I started. No deletion will, in fact, be permanent because of this step. This is important to remember since files that you put on the Kindle yourself, or had sent to your Kindle via wifi after emailing the document to Amazon, won’t be available later from your media library at Amazon. These items are NOT archived by Amazon and it may be that they only exist, in their .azw format, on your Kindle. (Of course, the original Word doc or pdf may well still exist on your computer.)

Finally, just to be safe, I turn on the wifi and synch the Kindle, so that everything can remind itself where it is: on the Kindle, at Amazon, or safely resting in my “documents” folder backup waiting for me to miss it and drag it back onto the Kindle where I can read it again.

The devices that we use to access content are getting smaller and smaller. One could make the case that the iPod Touch and the iPhone are in fact small pocket computers, and one wouldn’t be far from the truth. (The coming update to the iPhone operating system promises to allow, among other things, the ability to cut and paste text.) In the past couple of years, another type of small computer has made a splash in the marketplace, the Amazon Kindle and its raft of look-alike, e-ink and Linux-driven brethren. This group of “other” devices includes the PRS series of readers from Sony (including the 700 series with touchscreen), the BeBook and its standard and pocket-sized editions, the CyBook, the eSlick, and the Cool-er, all branded versions of the Netronix ereader with e-ink screen but no wifi, web browser, or touchscreen.

Of course, laptops themselves are getting smaller. The Asus Eee and the new wave of inexpensive netbooks challenge ereaders and iPod variants for a spot at the low end of the cost continuum and for space in the user’s backpack. Netbooks are now being offered by wireless providers like Verizon for less than $200, the cost of an iPhone, and well below the cost of any current e-ink ereader. With full operating systems and full internet connectivity, aren’t these devices the best choice for students who require word processing, email, and other services for school?

The answer is yes…and no. Let me tell you why.

However you cut it, the real utility of a learning appliance has to do with two things: its adaptability to academic tasks and its portability. Why does portability matter? If a learning appliance can’t be used at school and at home and at every place in between, it only supports part of the learning process (that part which requires a computer) and none of the others (the parts that require other things, like books, pencils, erasers). The primary obstacle to portability for a laptop computer is its relatively high power requirement. You may get a few hours from your laptop battery but, absent an outlet, the laptop as learning appliance goes dead at some point.

The laptop also gets a knock against it because it is not really adaptable to a primary academic task: reading. It seems like no surprise that as students’ time spent on a computer has risen, their reading skills (and scores) have dropped. [see ACT report, as well as To Read and others] The kind of access to information that students have through computer networks requires a bunch of skills that seem appropriate to living in the midst of an information explosion, but one skill that is not brought into play in this environment is what has been termed “long form” reading, meaning the kind of reading that one does when absorbed in a novel. “Short form” reading, yes, but not its more venerable counterpart.

Why is long form largely excluded when a laptop is the primary learning appliance? Screen fatigue. The backlit laptop screen produces eye fatigue and other kinds of reading ennui that I can’t quite define. Maybe it’s like stting in a motionless Ferrari listening to the radio. It is hard to fully engage with the experience without firing up that beautiful machine and taking off. Maybe it’s also the shape of the thing (the laptop, not the Ferrari), not easy to hold in one hand or cradle on your stomach in the hammock. In any case, it is hard to find anyone willing to make a strong case for “long form” reading on a backlit laptop computer screen.

So where does that leave us? Laptops do more than ereaders, but the power drain is high and a primary academic function, reading, is not adequately supported. Ereaders do less than laptops (or iPhones), but their power requirements are strikingly lower and they do promote long form reading. But how much less than a laptop does an ereader like the Kindle do? (Note that as of this writing, only the Kindle can be used for this comparison. In 12-18 months, however, a whole new generation of ereaders with larger screens and wifi options will make this argument valid for the bulk of available ereaders.) The Kindle does have basic internet access, so live links to internet resources can be utilized, but only in a slow and monochromatic way. The Kindle is no match for the laptop as regards onboard software that supports, well, almost any purpose. You could do the reading for your English or history class on a Kindle, but you couldn’t write your paper on it. Nor could you email it to your teacher, or upload it to a proofreading site, or copy and paste a quote from Churchill into it–none of these. Once you had read the book, you would still have to find a word processor and a printer or email connection to complete and submit your assignment.

But, when you think about it, you have to leave your laptop right now and use another appliance (better known as the book itself) in order to complete the same academic task. So maybe this isn’t an either/or between laptops and ereaders after all. Maybe it is the case that all or most academic tasks require (and will continue to require) more than a single appliance. That it probably the long and short of it.

But if you only had one, which would it be?

My modest proposal at this point is…the Kindle. Why? Because the Kindle supports the ongoing, critical academic function known as long form reading. It supports easy and rapid distribution of content (like the laptop), and it does allow limited access and interactivity with the resources of the internet. It works for days rather than hours in the absence of an electrical outlet. It is small and light. It is designed for onboard dictionaries and lookup functions that support the needs of the reader. It readily supports resizing of text.

It does all these things, but make no mistake, the key to my choice of the Kindle is its support for long form reading.

This is the place to learn about how to turn your Kindle into a productivity tool for educators.