Kami vs. PDF Architect

When dealing with absent students, and giving them classroom material, Kami is great. I never make extra copies of worksheets anymore. If a student needs/wants a second one, they can get it digitally from me. Additionally, being able to track the feedback that I give to students is a real plus.

Incentivized

• Kami does a great job at helping you reshape pdfs and share documents from different formats.
• I like being able to give all of my students a copy of a document, and having Kami organize each student's work product in real-time.
• I like being able to annotate directly on a student's work so that they can receive feedback in real-time.
• I like being able to merge, cut, and edit documents quickly.

Incentivized

• When I am multitasking on multiple screens, there are times when I am trying to scroll with my stylus and I end up writing on the document.
• When Kami creates folders and organization, there seems to be almost too much redundancy. The same file seems to be in multiple places. I don't know if that is a Kami problem or a me problem, but I'll probably start trying to clean things up a little soon.
• I think that the tool restriction for students method could be improved.

Incentivized

There is a small learning curve with some of the annotation tools. There is also a learning curve for embracing exactly what you can accomplish with Kami. However, with just a little practice, you can master just about all of the Kami features.

Incentivized

I like Miro better for teacher directed lessons, and group discussions. I like Nearpod more if I have to include a number of different interactive aspects to lessons. I find Google Slides and Adobe to be more clunky and less user friendly than Kami generally. However, if I want to just make a document better, or I want to give my students independent work, or if I want them to complete homework than Kami is my go-to tool

Incentivized

• My desk has about 10% of the paperwork sitting on it than it used to have.
• I never have any arguments about whether a student turned something in or not.
• A student doesn't have to physically see me for me to help them with work. I can write and they can see what I write.
• Sharing documents with colleagues is now a breeze.

Incentivized