Skip to main content

Reasons for Eink

I realize how adaptable tablets and computers are and how much that they can do, but there are still reasons to use an eink device with your schools and textbooks. One big reason in the classroom would be battery life, that month on a charge ensures that the device will be working and then also if a students does stop it won't be all of them. For tablets, my worry about power would be for the teacher at the end of the day, if the students have been movie watching during lunch it could be quite possible for a good number of them to be it of charge by the end of the day. Then there is reading itself. There have been studies that have shown that reading with eink shows the same effects in the brain as reading from paper, but tablets are different, not necessarily bad, just different. Then too, that power issue come up again for extended reading, think an hour at a time. We want students to get into flow and close reading, and eink devices are good for that. Eink devices like the kindle, nook, kobo and others have the interaction abilities that we would like students to do too. They can still highlight text, take notes, use interactive dictionaries, and even go online (good for text but not much more). So don't give up yet on eink, it is still very effective. Perhaps the ideal student device would be both tablet and eink, such have been made before, but perhaps the tech wasn't yet up to the necessary levels. So hopefully companies are looking again to tie both together.

Comments

Popular posts from this blog

Ebooks as Textbooks - Part 2 - Highlighting

Highlighting can be a very effective tool in reading and learning no matter the kind of text being read: from novels to textbooks.

Most textbooks or other forms of information text will usually used text features along with graphics to help organize information presented in the text.  These elements are done to help focus attention on important or key concepts and provide additional information. The text organization itself can include structural elements such as heading, subheading, index, glossary, paragraph spacing, bulleted or numbered lists, sidebars or side boxes, italics, underlines or bold for words or even sections. Graphic content can include the use of symbols, colors, illustrations, pictures, diagrams, charts, and graphs.
The act of highlighting is less time consuming and much easier than note-taking (to be discussed in an upcoming posting). To be effective in highlighting it should be a kind of metacognitive approach of sifting or filtering to identify the important content…

Google Maps

An exciting time today, as I was riding my bike to work, I saw the Google Maps Car driving by. You may be wondering what the Google Maps car has to do with ebooks, but often books have maps and Google Books has lots of books with Google Maps developed from extracting the locations from the text. This kind of mapping got me so excited that myself and Jerome Burg wrote a book on using digital mapping with books. But the car reminded me that these maps are out there just waiting for you to start using them. For example if you go to Google Books, and you are reading Vern's Around the World in 80 Days, look in the About this Book section, and then scroll down to see if the book has a Places mentioned in this book... component.

In one class I copied the map from Google Books and then we put it on the wall, so that as we read the book, we tracked where we were in the story on the wall map. One warning though, for some reason the books with maps in Google Books seems to randomly change fr…

The darkside of textbooks

This may illustrate what could (and most likely will) be the darkside of opensource digital textbooks. Any individual or small group could create a textbook and make it digitally available, but it could either be slanted to a certain view or not include information that an author disagreed with. Yes, teachers should be able to supplement information provided by the textbook to provide a better picture of the actual situation, but that too has issues. For many teachers, the textbook is the curriculum. For example, in science classrooms, teachers have been known to rely heavily on textbooks (Driscoll, Moallem, Dick, & Kirby, 1994).  The textbook, often a critical part of developing the curriculum for a school, and has relegated the teacher to occupy more of a passive role in the planning process.

Historically, published curriculum materials, such as textbooks, have been the main component for teaching in the US (Goodlad, 1984).  These textbooks provided a variety of aspects of the e…