Working with a cool technological device is conceptually seductive.

The cleverness or the richness of the features of a new technological device, as well as the knowledge context within which the device is situated, tend to strictly formulate our conceptualisation of the tool's purpose and utility.

Fortunately, we formulated a different approach to our Kindle Project.

Our approach to the Kindle has been to look at it as an educational tool, rather than as a pre-defined informational device.  It is not an e-book reader, but much more....    It is a tool which can augment and enhance learning.

Deepen learning.  Enrich it.

Hence, from the very outset of our inquiry into prospective learning applications for the Kindle, our frame of reference, and the context for our work, has emerged from a distinct pedagogical approach.

We believe our approach to our Kindle research and demonstration project has far-reaching implications for education and organisational practise because it is constructed from on a thoughtful, constructivist pedagogical foundation.  Our initial implementation of our Kindle Project is situated in our innovative Build The Sustainable Enterprise program in order to take advantage of its active and laboratory learning attributes.

If our project achieves the goals we have set for it, those results will provide us with a forum for further exploring a multi-faceted extended and mobile learning platform for the college.

Our purposes and goals for our Kindle Project are to (1) explore and develop the pedagogical capabilities and potential of the Kindle e-reader device, (2) enhance and augment the depth and sophistication of the knowledge acquisition outcomes for our learners, (3) support and assist our learners with learning challenges, (4) improve course structure and function, (5) provide the most pertinent and contemporary knowledge resources to our learners, and (6) provide the best knowledge resources at the lowest reasonably attainable costs.