EduKindle

The first hint of the problem started popping up at the end of the school year in May. Kathy Burnette, a member of the Kindle Educators Group over at the Ning, summed up her problem in a post:

ARGH! We are not allowed to purchase gift cards using our purchase order accounts and that means I have no way to purchase the Kindle even though I have money. We received the check but it’s made out to our school. This means it must go into a school account and we must use a purchase order. Not quite sure what to do next…

She needed what I am beginning to call a “Kindle Workaround” to purchase her Kindles, and, a few days later, the absence of said workaround let to her next post, entitled We Had to Get Nooks!: ” Our Purchasing Department does not want us to use Amazon and they are in control of the Grant Funds.” So Kathy is now blazing the trail of using the Barnes and Noble Nook as the ereader at her school.

So, what is the “Kindle Workaround” that Kathy needed to purchase those Kindles? That’s the topic of today’s post.

First, you need to find a link at the Amazon website that, while not hidden, certainly isn’t obvious to the casual user. That is the link for “Corporate Accounts,” toward the bottom of the left sidebar on the main Amazon page. Diane Bushman, the board secretary for the Seneca Grade School (Seneca CCSD #170) outside Chicago, tells me that once you find this link, setting Amazon up as a vendor is pretty much the same process as setting up any other vendor for your district. The steps in the process are as follows:

1. Click on Corporate Accounts link at Amazon.com
2. Scroll down to Corporate Accounts by Segment
3. Click on the box labeled K-12 Schools
4. Below the intro you will see “Purchase Order Payment: Apply for an Amazon.com Corporate Credit Line to pay by PO”
5. Click the link “Amazon Corporate Credit Line” to set your school up for purchase using a P.O.
6. On the application page, you will be offered the chance to apply for a “Pay In Full” line or a “Revolving” line
(Note: Dianne opted for the “Pay In Full” line as she planned to pay for the Kindles in full once she got her invoice)
7. Once you select the type of line you want to apply for, you will be asked to log into Amazon
(In Seneca’s case, Dianne used the account associated with the purchasing card that they typically use for Amazon purchases)
8. Set up your corporate account and provide the application information required on the following screens

Dianne mentioned that approval for a $5,000 line of credit was painless and took a couple of days to complete. (Note that the Amazon.com Corporate Account Credit Line is issued by GE Money Bank, so you are dealing with a third party provider when you put in your app.)

BUT, since Seneca was interested in purchasing 80 Kindles, the $5,000 line of  credit was insufficient. This triggered a more involved but straightforward process of getting an adequate line approved, which involved providing GE Money Bank with the district’s financials. Again, Dianne found this part of the process took a bit more time and a call or two to the help line (number provided on the site), but was straightforward. In a few more days, SGS received approval for the appropriate line and then received its 80 Kindles just a few days later. (And that’s when I showed up to participate in the Kindle set-up procedure with Kathy, as detailed in my earlier posts.)

So, aside from the relative merits of purchasing Nooks rather than Kindles (and that is a reasonable debate–see Kathy Burnette’s comparison of the two devices here), no one has to feel that they can’t purchase their Kindles with a purchase order. You can. It’s just that your business office will have to cooperate and jump through Amazon’s hoops to set up an account. I believe that one reason schools that buy Nooks do so is that they already have a corporate account set up with Barnes and Noble. No problem! the news here is that you can do the same with Amazon.

(And now that it looks like the price war between Kindle and Nook will squeeze out many smaller players in the ereader manufacturing and sales arena, getting an account set up with both of these mega-vendors may be the best idea of all.)

Once Kathy’s helper-husband Steve had all the Kindles out of their boxes, numbered with stickies, and charging peacefully, the time had come for Kathy to swing into action. It was time to reconnect each Kindle with the Amazon software that would allow Kathy to manage content for each of the Kindles online. Unlike you or me, whose Kindle comes pre-registered and assigned a name at Amazon, Kathy has to manually register each of the school’s Kindles individually on the “Manage My Kindle” page. This requires another serial operation: taking each of the charged and operable Kindles (remember, Kathy checks for lemons before registering each Kindle), affixing a district inventory control sticker to the back of each device (again, hard to return a defective Kindle that has a sticker on it), and then sitting down at the computer to input the serial number of each Kindle. Ugh.

Where do you get the serial number? Well, it is printed in extremely small print on the back of each device (have your magnifying glass handy if you look there), so Kathy takes the serial number off the box each Kindle came in. This is why it’s important to keep the Kindles numbered from the beginning, and also to jot the number on the box itself when you put the sticky on the Kindle. (Kathy keeps the box associated with each Kindle around in case the Kindle has to go back–apparently Amazon likes it that way.)  Ugh.

OK, anyway, now it is time to put that serial number from the box into the Manage My Kindle page at the mother ship, which will enable Kathy to track her content downloads to specific devices, even if it is a broken Kindle that a student has brought back to her. Registered properly, “Kathy’s 53rd Kindle” will mean the same thing to Amazon as it does to Kathy, and as it does to the student who has it in her bookbag. It is time for Kindle to Phone Home.

If this is beginning to sound like an assembly line operation, well, that’s because it is. Sitting at her desk, Kathy calls out for one of the helpers to bring her a stack of charged and stickered Kindles. Not just any stack, but the one with the next Kindle number in her system. Why? Because when Kathy registers the next Kindle, Amazon will assign it the next number in its sequence, meaning that if Amazon knows that Kathy has 52 Kindles, the next one she registers will become “Kathy’s 53rd Kindle” by default. No time for confusion this. The conversation goes as follows:

Kathy: I’m ready for more Kindles!

Helper: What number are you on?

Kathy: 54.

Helper: You have Kindle 54 or you need Kindle 54?

Kathy: I need Kindle 54.

Helper: Ok, who has Kindle 54?

Helper 2: I think its on the table by the door.

Helper: No, this says Kindle 78.

Helper 2: Maybe it’s in the server room.

Helper: I’ll look.

You get the picture. Registering the Kindle that has the number 55 on its back in the 54th position, a misstep with grave consequences if not noticed immediately, is to be avoided at all costs. So an orderly exchange of Kindles is essential at the moment of registration.

On the Manage My Kindle page, Kathy scrolls down to the “Register a new Kindle” link at the bottom of her list of Kindles and clicks it, opening a text box into which she can type the serial number from the box. Sixteen digits in, a push of the button, and that Kindle is officially connected to home base. Kindle Phoned Home. On to the next. Eighty times. Ugh.

But, you know, it was kind of fun. Kathy is so enthusiastic about the benefit to her kids that the time flies with smiles all around. In May, Kathy put out a tweet about how much the Kindles meant to the kids at her school this year:

8th grader 2 mention being first “Kindle 8th Graders” in her commencement speech tonight. Jeff Bezos you impacted ed.

Whether you meant to or not, Jeff Bezos, you impacted ed.

I had the pleasure of spending a day with Kathy Parker last week to learn how she sets up all the Kindles the district purchased for Seneca Grade School’s entire eighth class for the coming school year. It is quite a process! I have noted in many previous posts that the Amazon Kindle is first and foremost a device designed for individual consumers, and the ways in which Amazon’s focus on the individual consumer limits the use of the device for academic purposes. For example, those of you who have commented on the post Page Number versus Position on the Kindle know that creating footnotes that reference specific places in the text of an ebook on the Kindle presents a hurdle. In addition, students who used the Kindle DX in university trials this past year generally gave the device low marks for academic use, mainly because it is difficult to flip pages to find a passage quickly and accurately, and because the device has limited note-taking functionality. What the college students liked about the Kindle were the same things that consumers like: the portability, the congenial e-ink screen, and the ability to access books wirelessly in an instant.

Well, Amazon’s consumer bias also makes setting up multiple devices a chore for folks like Kathy. The system is designed to work with a single device, or a few that a family might have on a single Amazon account. So, setting up 80 Kindles at a time involves repeating a process that a consumer might do once eighty times in a row. And that’s before you even start downloading books to the devices, another serial process that must be repeated 80 times for each book you want to put on all the Kindles.

But all of this didn’t seem to disturb good-natured Kathy, pictured above with the author, near the table where a dozen of the new Kindles were receiving their first charge. Kathy immediately starts the charging process once she gets the Kindle boxes open so that she can tell right away if there is a defective Kindle among the bunch. So far, on this shipment, she has only found one, which Amazon will quickly replace.

As she sets the Kindles up for charging, Kathy also numbers the Kindles with a sticky note. This step accomplishes a few things. First, it creates the first identifier that Kathy will use to record the Kindle in her district inventory. Second, it tells Kathy where each Kindle stands in the queue to be registered in her Kindle account at Amazon. Linking the physical number of the Kindle to the name that the Kindle will ultimately hold in the Amazon system (e.g. “Kathy’s 52nd Kindle,” visible at the top of each device’s Home screen) is key to managing content on the individual Kindles once they are in the hands of students.

But I have gotten a step ahead of myself. You can’t get to this stage until you have opened up each Kindle’s packaging by pulling the little tab across the end of the tight little box the Kindles come in. (Anyone remember the big, white book-like enclosures for the first generation of Kindles?) Kathy’s assistant in the process, husband Steve (himself principal of a nearby school that is using Kindles), showed me what a chore that is, since the tabs don’t really sit up where you can pull on them. For this batch of Kindles, at least, a fingernail couldn’t quite do the job (and I tried it myself!). Steve discovered that some kind of implement is required–a letter opener or pocket knife–to lift the tab so the sealing strip can be pulled off and the Kindle liberated for use. This seems like a small thing but, repeated eighty or a hundred times, it adds a significant step to the batch processing of Kindles for student use.

Once the Kindles are opened, labeled, and charged, they are ready to be registered with Amazon. The details of that procedure will follow in Part 2 of this post.

As a blogger on a topic tied to a specific device, the Kindle, it has been easy to overlook the real hero of the ebook revolution, and that is the digital text itself. The virtues of ebooks for schools reside not in the features and benefits of a specific reading device, despite what the pundits prattle on about as they compare the virtues of the Kindle or the iPad. Whether you turn the page with your finger or your thumb, whether you can read better in the light or the dark, whether a thousand or a million titles are available in one store or the next, whether the cool factor is high or low–these are ephemeral to the reasons that digital text can make a difference in the education of young people.

Should I get a bunch of Kindles for my school? It’s a question the answer to which is up in the air. A bunch of iPads? Still in doubt. Here’s the real question: should I be taking advantage of the properties of digital text in my teaching? The answer to that one is unequivocal, and the answer is yes.

OK, you say, digital text has been around for a long time. What’s the big deal right now? The answer to that one is easy, too: the emergence of dedicated mobile reading platforms, like the Kindle and the iPad (and the iPhone, and the Sony Reader, and the Nook). Digital text has been available for a long time in one form, primarily, and that is formatted as HTML and viewed on a computer monitor. (In fact, it is indicative of this history that 50% of ebooks today are read on a computer, even with the proliferation of choices in mobile readers.)

So what’s different now? For the first time we have devices and software that are dedicated to taking advantage of the virtues of digital text. My quick list of those virtues includes:

• variable text size
• variable type face
• distribution of text electronically
• availability of free text
• storage requirements for digital text
• amount of the world’s knowledge already captured in digital text
• user control of digital text
• the sustainability of digital text
• fresh formats for prose enabled by digital text

In this and the next few posts, I am going to discuss  these virtues and link them to what we know about how students learn. First up, variable text size.

Digital Text: The Advantage of Variable Font Size for Reading

Something that has been widely reported is the pleasure that a lot of people take in reading text on the Kindle at a larger font size than is typical for them. That is certainly true for me; I am a declared lover of Kindle Font Size #4 which, as it turns out, is roughly equivalent to a 14 point font. In an unscientific survey I conducted on this blog a while back, 70% of the participants indicated a preference for Kindle Font Size #3 or higher. While this was a very small sample, the preference for larger font sizes was clear.

In the meantime, students have put their thoughts on the record about font size, and bigger is certainly preferred by the middle school students polled by Kathy Parker at Seneca (IL) Middle School, where Kathy has run a Kindle pilot program this past school year. They like the largest font size, period. They say it helps them read better.

Recently, a blogger in the UK noted that reading text on his iPhone was easier than in books or other settings. Why? A bit of investigation told him that larger fonts reduce the amount of print on the page; words are less jammed together. The blogger, it turns out, is dyslexic, and receives this diagnosis of the situation validated by a prominent neuroscientist, who comments that “Many dyslexics have problems with ‘crowding’, where they’re distracted by the words surrounding the word they’re trying to read.”

I did a little research myself on the “crowding” phenomenon, which has been carefully studied by researchers here and abroad, especially as it affects the reading rate of “normal” and “dyslexic” readers. The findings across many studies are clear:

• all readers benefit from increasing text size up to a maximum, after which increased reading rate associated with the larger text flattens out
• the optimal font size for “normal” readers is larger than average, but not as large as it is for dyslexic readers
• much of the reading rate difference between normal and dyslexic readers can be mitigated through increased font size

In a Research Brief I wrote recently on the subject, I provide an overview of “crowding”: “In the research, crowding specifically refers to “the difficulty in identifying a letter embedded in other letters” (Chung, 2007). Studies have shown that the crowding effect impacts reading rates in both the horizontal and vertical proximity of text, so that larger font size creates more space between adjacent letters in the text, and may increase line spacing as well, reducing crowding.”

I have also summarized the findings of a number of studies. For example, a 2009 study conducted at the University of Rome, Italy, tells us that for both the control and experimental groups, “…the reading rate increased with print size up to a maximum. In dyslexics, the fastest rate was obtained at a significantly larger character size than in controls” (Martelli, DiFilippo, Spinelli, and Zoccolotti, 2009).

You can read or download a copy of the study in PDF format right here.

And if the research doesn’t persuade you, maybe the words of the middle schoolers who have reported on their Kindle-enabled reading will:  “The font that everyone prefers to use with the Kindle 2 is the largest font size.”

For all the users of Kindlepedia over the past year, I am delighted to announce that, in partnership with Joshua Tallent and the “talented” folks at eBook Architects, we are launching a new Kindle content tool called eReadUps. Like Kindlepedia, eReadUps builds Kindle-formatted books based on articles from the largest open source provider of information on the planet, Wikipedia.

But eReadUps goes farther, a lot farther.

At eReadUps, you can build multi-article books using the first few results from Wikipedia for free, always. And once we emerge from the “beta” period in a few weeks, you will be able to sign up for a premium membership and enjoy many other features that the site has to offer, like:

1. Access to every every source on our growing list
2. Ability to build eReadUps from as many articles as you like
3. Free storage for all your eReadUps in your own personal My Stuff page
4. Access to more articles in other languages
5. Choice of article format: .mobi for the Kindle and ePub for most other readers
6. A free book just for signing up, and free content every week on the site

The free book currently offered to members is Wikibooks’ extensive guide to First Aid, a handy reference to have on board for Kindle lovers.

So, if you like to grab information that interests you or that you need, get it formatted especially for the Kindle, store it online, and have the option to add it wirelessly to your Kindle library, give eReadUps a try! To request a beta code, just click on Join Now and send us your email address. We will send out invitations as they become available.

(Special thanks to Len Edgerly and the Kindle Chronicles for featuring eReadUps in the TKC Podcast #83, which also contain Len’s interview with Kindle guru Stephen Windwalker, author of the Kindle Nation blog and several books about the Kindle. Well worth a listen!)

Amazon released in beta this week its Kindle for PC application, and educators will welcome this development. Even though you have heard me rant a bit about the anti-education direction the company has taken in the development of the Kindle ereader (loss of SD card slot, loss of replaceable battery, loss of external Whispernet on-off button, and so forth), I have been generally more positive about the development of the online and now software tools that the company has created to support the use of the device: Kindle for iPhone app–great, addition of ability to view notes and marks online–fabulous, and now, Kindle for PC–not bad at all.

Ereader software for computers is one area in which Amazon has NOT led the way; many, many companies have created ereader software for devices from the Palm Pilot to the netbook. These providers have contributed to the current plethora of formats for ebooks, and each has tried, in its own way, to lock readers in to a particular format, all the better to lock in business with them. This is a game that Amazon knows well and has played aggressively with its closed system and its proprietary format.

Adding a desktop app that integrates with your Kindle library and, of course, the Kindle Store, can be construed as just another tactic in the battle for business. But for educators, “this time we win!” (to quote Brad Pitt’s line from The Mexican). Why? Well, let’s start with the fact that, while there aren’t a whole lot of Kindles in schools these days, there sure are a heck of a lot of computers! Now, any student who goes to the library to study or who fires up the computer at home can view content in the format exclusive to the Kindle. With the popularity of the Kindle and the “cool factor” that it brings, this may be the way that schools and educators begin to think about making academic reading content available across their networks. Kids “get” the idea of a Kindle, and now that idea is readily available at every school in the country.

Could kids have been reading ebooks at school before Kindle for PC (KFPC)? Sure they could have, but in fact they weren’t. Now there is a model in place for a “anywhere, anytime reading” that includes the PC on the desk over there and the ereader device in my bag (and the iPhone in my pocket). Could this arrangement have been cobbled together before KFPC? Sure it could, but it wasn’t very convenient. Now it is. A win for the consumer mentality applied to the schoolhouse.

David Rothman at TeleRead has a nice review of KFPC from an ebook reader’s perspective that I don’t need to repeat here. The software is very basic, with a plain interface, and very few tweakable options that allow you to customize the interface. No two-page reading pane, that sort of thing. Can’t make notes while reading (a limitation for educational uses that amazon is working on correcting). But teachers like simple, teachers like things that don’t crash. So, for me, I think this app is a solid step forward for doing business with Amazon in an academic context.

And what is even better, maybe, for folks like Kathy Parker and her Kindle Crew out there in Seneca IL, is that a PC station qualifies as one of the six devices onto which most Kindle books can be downloaded and viewed. The minute I loaded the app and connected with the mother ship, a new mobile device popped up in my list of such devices on the “Manage Your Kindle” page: “William’s Kindle for PC”, right there next to “Will’s iPhone.”

Educators should not be confused by others’ confusion over whether KFPC will display books not obtained form the Amazon Kindle Store. It absolutely will. In fact, once you open a “free” book that you got from Project Gutenberg in the Mobipocket format that the Kindle prefers, it will appear in your onboard KFPC library unless you remove it. In fact, all the books on your computer that are formatted a Mobipocket files will take on the KFPC icon image shown here. If you look quickly, you can watch the transformation take place. This makes it easy to check a file, a position number, a Table of Contents–whatever–on your PC before you view it on your Kindle. Handy.

For example, I created an article from Wikipedia using the Kindlepedia tool about the Berlin Wall. You can download it here. Once it is on your desktop, the icon will look like the book above, and it will go into your onboard library (NOT the library at the mother ship) and open up for reading. Note that this version of the article appears in full color and nice, sharp resolution on the screen. And if you don’t finish reading it in KFPC, just pop the file onto your Kindle and read up on this topic later. Really handy.

So its a big thumbs up for Kindle for PC from an educator’s standpoint. I will look forward to comment from other Kindle-curious educators about KFPC and the ways it makes ebook reading a reality in schools.

Kindle for Mac, anyone? (Amazon says it is on the way.)

As you can tell, I have been expanding my consciousness of the ereader world beyond the Kindle. I have a Sony Pocket Edition, an Aztak Pocket Pro, a Cybook Gen-3, and am sorely tempted to purchase a Nook, should one ever become available. But I was Kindle born and raised as an ebook reader, and I still think (along with others) that the Kindle 2 still represents the best value out there.

One of my reasons for thinking so has to do with the Kindle’s almost seamless connection with the mother ship at Amazon. When the Kindle came out I was struck by Amazon’s brilliant step forward with the ereader by making it a part of a business system. The unexpected addition of the wireless lifeline to the world’s biggest bookstore brought the value proposition of ereaders and ebooks into crystal clarity for me in a heartbeat.

But that very same tethering of the device to Amazon’s cloud of convenience poses what some see as a “darker” side of the device. In several lucidly argued posts, Ted Striphas raises the concern:

I’m rather taken with the idea of a right to read given the ways in which new e-book systems, such as the Amazon Kindle, tether reading to corporate custodians who in turn mine the machines for intimate details about how people read.

Striphas’s concern is one that resonates even more powerfully in the age of the Patriot Act:

The [Kindle] automatically archives detailed, even intimate, information about what and more importantly how people read on the Amazon server cloud.  This kind of information [...] can instead be subpoenaed by prosecutors who are anxious to dig up dirt on suspects.  The question I raise in the speech, and the question that also seems to emerge in the case of Google Books and the coming Editions service, is, what happens to a society when privacy is no longer the default setting for reading?

That’s a little bit scary, and gives me pause. (Not that I am reading anything I shouldn’t be. Really.)

It’s just that we have so many examples of how centralized control of media historically reverts to commercial or political exploitation. A hegemonistic book authority could easily limit or control people’s reading for its own purposes. Look, for example, at the situation in medieval Europe before Gutenberg hit the scene, or at what happened last summer when, for all the best corporate reasons in the world, Amazon remotely deleted a book from its customers’ Kindles without asking or even warning them.

If it is reasonable, and I think it is, to see Amazon as the “custodian” of our books and our reading history and our notes and our marks and our highlights, then we may have a problem, since we depend on the idea that the interests and intentions of our custodians are benign, at least, and certainly not pitted against our own. And yet the relationship with this corporate custodian is that of a vendor and a customer, two roles that overlap in certain areas but certainly not in all. Trusting that free market forces will reign in abuse–well, that premise is somewhat out of favor these days.

Striphas summarizes his concern:

As these devices become more prevalent, I worry about the effects they might have on how people practice and conceive of reading.  Until now it was relatively difficult to monitor closely how and what people read.  What will become of reading, and people’s relationship to it, once that freedom is definitively diminished?  Indeed, a right to read seems to me of paramount importance in a context where someone is looking over your shoulder every time that you open an electronic book or periodical.

Yes, I guess we do have a problem.

Yesterday, President Obama delivered a speech remarkable for its mainstream admonitions and for the brief firestorm of controversy it generated in the past week. Was the President trying to “politicize” the process of getting an education, as some critics suggested, or was he using the bully pulpit to encourage kids to crack the books? You be the judge. Here is the President’s speech, rendered in pristine condition for reading on your Kindle:

Prepared Remarks of President Barack Obama

What I liked reading in the coverage of the event were the comments of school children themselves, most of who were pretty impressed that the President would take the time to speak to them directly…about anything. How did your students react?

You might have heard the story. In the midst of the big “kerfluffle” over Amazon’s pulling back of the illegally distributed copies of 1984, student Justin Gawronski awoke one day to discover that all the notes he had taken on the book as he read it on his Kindle were rendered useless. Not gone, just useless, despite the news reporting that he had “lost all his notes and annotations” from sources like the New York Times.  But we Kindle folk know that’s not entirely accurate.

Education Week gets it right when it reports that “his notes remain saved on the Kindle, [but] he says they’re useless now that the text is missing.” Correct! Amazon didn’t “steal” his notes; they just removed the text to which those notes are linked. It is a novel but predictable version of the problem that all academe will have with ebooks in the very near future: how can you identify a spot in the text so that others can find it? Jason has his notes, but the connection to the text is gone. (Everyone interested in other versions of this issue, such as how we will be making scholarly citations to ebook passages in our work, should read the comments to my post Page Number vs Position on the Kindle.)

In my comment on the EdWeek article, I noted:

In fact, the file that contains his notes can be deciphered, but he would need to go back through the text and find the spots that match up with the notes. He is in better shape than if he had lost the physical book (notes and text gone), and would have suffered little harm if these locations in the book were easily found in another copy.

And then I made a suggestion:

For Jason, a little bit of elbow grease should allow him to reconstruct the assignment. I’d even vote that he be given an extension, and Jeff Bezos would probably agree.

That’s right, an extension. And then maybe some of the folks who care so passionately about the Kindle and its prospects to revolutionize reading could assist Jason in getting those quotes back on track with the text. With all the advantages of digital text at our disposal, couldn’t we crowdsource this thing, grab his “notes and marks” and figure out where they actually belong, and let Jason get about the business of turning them into a top notch assignment?

C’mon, Kindle Nation, this could be our finest hour! And I am serious about the extension.

Joe Wikert has a great post about the reaction of a student to the use of a Kindle in the classroom.  We would like to hear stories about educational uses of the Kindle here as well!  Lee Ann has started using her Kindle with students in her high school classroom and will be reporting her updates here.

What stands out in thinking about Kindles as educational devices has to do with the way in which the Kindle stimulates people young and old to read more.  The most respected educational researchers tell us that more reading is the key to improved reading skills.  One nationally recognized educator and high school English teacher pointed out to this writer that “the world is a tough place if you can’t read.”

So, if the Kindle means more reading, then the Kindle means better reading.  Do you agree?