The (happy) story of a stolen Kindle

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Stolen Kindle, retrieved.

favicon One of the things that makes the Kindle Classroom Project unique is that students get to keep their Kindle, day and night, at school and at home, and everywhere else in between.

Which means that sometimes, things happen.

One day back in February, I got a call from Deputy Sheriff Strickland of Santa Clara County. “I think we have some of your property,” she said.

I didn’t know what the deputy was talking about, so I asked for more details.

“Apparently, some students were on a field trip, and their backpacks were ransacked by a thief,” she said. “But we’ve retrieved your Kindle, and you can come pick it up.”

The rumor goes that a student in San Francisco joined his classmates on a golfing trip, and while they were out on the course, a total stranger decided to steal backpacks the students had left in their van.

Somehow, the backpack-taking man was found and apprehended — in Cupertino, about an hour away from the scene of the crime.

Good thing each Kindle comes with a glossy neon sticker, like the one below. Deputy Strickland said she appreciated the easy-to-read phone number. “You wouldn’t have gotten your stuff back without it,” she added.

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This ordeal restored my hope in the justice system, though the amount of paperwork (case numbers! evidence letters! phone calls! decisions not to press additional charges!) could have been streamlined. (The process took two months.)

If you’re looking for a treat, please swing by the evidence room at Santa Clara County Sheriff Department. (Unfortunate pre-requisite: Have something stolen.) From the bullet-resistant glass, you can view the stash of unclaimed stolen property. It goes on forever. David, who keeps track of everything, has the eye of an interior decorator. Portraits and paintings, for example, are hung up, while the rest of the merchandise lines the space in an organized mayhem. It might be a good episode of “Hoarders.”

I’m happy that everything turned out well. Kindle #KK23 is now safe, sound, and ready to go to a new student soon. (Jonathan got a replacement Kindle back in February and has been reading tons of books since.) favicon

210 Kindle Fires arrive in largest donation ever

favicon Just a few days ago, I announced that the Kindle Classroom Project had reached 300 Kindles. There was fanfare and jubilation. It was big.

Today is even bigger. Huge, in fact. Perhaps enormous.

A donor (who asked not to be named) has contributed 210 Kindle Fire HDX 7s to the program. There are now 511 Kindles in all.

The cash value of the donation is more than $35,000.

This is what the 210 Kindles look like inside my (new) car:

210 Kindles in Car

In each of those boxes, there are six Kindle Fire HDX 7s. If you open up one of the boxes, this is what you get inside.

6 Kindles in a Box

Keep opening and opening, and you get a beautiful reading tablet. (I’m checking out a sample of The Girl on The Train, which is getting good reviews.)

Kindle Fire HDX 7

I think, at this point, I’m pretty much speechless. Maybe I’ll have better words in a few days to explain more clearly what has just happened.

But here are a few first attempts:

1. Thank you. Thank you to the wonderful donor, and thank you to the good friend who connected the donor with me.

2. The Kindle Classroom Project is no longer a cute little program. I’m not sure what it is yet, but it’s at least a medium-sized program now.

3. Tablets are different from e-readers. Their additional features push me to think more broadly about next steps. One possibility is to look into audiobooks, particularly for students who have dyslexia or may benefit from professional narration (in addition to reading the text).

Now it’s time to get these Kindles in front of students as soon as possible. To make that happen, there is a ton of work to do. But I can’t wait! favicon

Recommended Reading: “Where Are the Teachers of Color?”

favicon Motoko Rich’s latest piece in the New York Times asks a basic, perennial question: “Where Are the Teachers of Color?”

Ms. Rich reports that 80 percent of teachers in the United States are white. This isn’t surprising news. I don’t have the data, but my gut says that fewer people of color are going into the teaching profession now than have in the past.

This is a big problem, but it’s not one that will be solved quickly or easily. This is because teaching is underpaid and carries low status in society. The emphasis on testing — and the resulting cheating scandals, Atlanta being the most famous — probably doesn’t help, either.

Please check out the article (link below) and let me know your thoughts.

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“The majority of those who successfully attend college choose careers other than education, mainly because of the pay,” said Marvin Lynn, dean of the School of Education at Indiana University in South Bend, who is starting a scholarship program for minority students interested in education careers.

Source: http://j.mp/1Cz4sX6 (via Pocket). You can also find this article at Iserotope Extras, a curated list of my favorite articles about teaching, reading, and technology. favicon

Book Review: Just Mercy, by Bryan Stevenson (★★★★★)

Just Mercyfavicon Please read this book as soon as you can. That’s pretty much it.

Just Mercy, by Bryan Stevenson, is probably the best book I’ve read in the last five or so years.

It’s pretty much about everything I care about: social justice, race, poverty, compassion and empathy, commitment and dedication, and the power of hard work and hope.

Mr. Stevenson, founder of the Equal Justice Initiative, is an attorney who has spent his life defending people on death row. He has done most of his work in the South, where the death penalty, along with years of mass incarceration, serves to extend the legacy of slavery.

In fact, Just Mercy is a perfect companion to Michelle Alexander’s The New Jim Crow. While Prof. Alexander’s book focuses on the institutional progression from slavery to race terrorism to Jim Crow to segregation to mass incarceration, Mr. Stevenson centers in on the personal, dedicating most of his book to the case of Walter McMillian. He intersperses the main narrative with poignant, disturbing chapters on injustices facing women, children, and people with intellectual disabilities.

There are many reasons to read this book. If you care about issues of social justice, the justice system, race, or poverty, then this book is a natural fit.

But this book is even more. It will push you to consider what you’re doing with your life, about what you stand for, about how you treat people. It will get you out of the humdrum dailiness and encourage you to think about the big.

Just as an example, here’s a short excerpt where Mr. Stevenson reflects on why he stays in this challenging work. After a page in which he describes how society has “broken” his clients, he continues:

I do what I do because I’m broken, too. My years of struggling against inequality, abusive power, poverty, oppression, and injustice had finally revealed something to me about myself. Being close to suffering, death, executions, and cruel punishments didn’t just illuminate the brokenness of others; in a moment of anguish and heartbreak, it also exposed my own brokenness. You can’t effectively fight abusive power, poverty, inequality, illness, oppression, or injustice and not be broken by it. We are all broken by something. We have all hurt someone and have been hurt. We all share the condition of brokenness even if our brokenness is not equivalent.

Also, if you haven’t seen it yet, consider watching Mr. Stevenson’s TED Talk, “We Need to Talk About an Injustice.”

As Mr. Stevenson says, let’s listen. And once we’ve listened, let’s talk about what we may not want to talk about. Let’s believe things that we haven’t yet seen. Let’s consider our hearts in addition to our minds. Let’s have an orientation of hope. And if you’ve read the book, let’s start talking about it! Please leave a comment. favicon

Hi there! My name is Kindle #300.

Kindle300horizontalfavicon  I am pleased to announce the arrival of Kindle #300, a gift from Virginia in Murphy, North Carolina.

Thank you very much, Virginia. This is a big milestone!

Over the past year, the Kindle Classroom Project has doubled in size. From 150 Kindles last April to 300 today, the program has exploded in interest and impact.

After a slow February (just 12 Kindles), March was back to normal, with 29 Kindles coming in. Since last November, I’ve been averaging six Kindles a week, nearly one a day.

The next few months, I’ll be recruiting teachers for next school year. I’m excited about growing the KCP in Oakland and San Francisco, home to excellent teachers who often do not have the additional time or resources to build robust classroom libraries.

The book requests are still streaming in at all hours of the day and night. Yesterday, Elizabeth (Hayward, CA) asked for Looking for Alaska, by John Green. Because of the book’s popularity, more than six students have read the title, which means, according to Amazon policy and publishers’ expectations, I purchase another copy.

I can’t wait to see what’s in store for Summer 2015 and next school year. In a few months, we will pilot our first KCP Summer Session, in which a group of students will get to keep their Kindles in June and July. I’m going to ask them to reflect on whether having a Kindle encourages them to keep reading over the break. My prediction is yes.

Please let me know your thoughts and questions. The KCP community of students, teachers, and generous donors is growing, and we’re on the cusp of something big! favicon