Toolbelt Theory 2.0 v.2


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Toolbelt Theory 2.0 v.2

  1. 1. Toolbelt Theory 2.0Universal Design/Global Accessthrough Student Technology ChoiceIra David SocolMichigan State UniversityBand of Educators
  2. 2. Enabling the tool use and toolchoice skills of our students isat the heart of giving them thepower to succeed in their future.
  3. 3. The Old Toolbelt
  4. 4. The Contemporary Toolbelt
  5. 5. "Toolbelt Theory" suggests thatwe must teach our students howto analyze tasks, the task-completion environment, theirown skills and capabilities, anappropriate range of availabletools… and let them begin tomake their own decisions
  6. 6. • Break the dependence cycle• Develop lifespan technology skills• Limit the impact of limitations• Empower student decision- making• Prepare students for life outside of and beyond school
  7. 7. Students learn to employ aspecifically ordered version ofJoy Zabalas SETT Framework(Student, Environment, Tools,Tasks). Specifically orderedbecause, in human experience,the choice of tools is alwaysTask-dependent.
  8. 8. TESTTaskEnvironmentSkillsTools
  9. 9. Student-centeredTask-basedTechnology decision-makingProtocol
  10. 10. Task. At the most basic, I needto know if I need to cut woodor join it before I start looking fora tool to use.
  11. 11. Environment is next because itmakes a huge differencewhether I am cutting the woodin my garage or in a forest.
  12. 12. Then, I need to know my Skills–Am I strong? Am I exhausted?Is my right hand broken?Am I simply a danger to myselfand others with power tools?
  13. 13. Once I know all of that, I needto know which Toolsexist –if I have never seen a chainsaw,as many dyslexic students (forexample) have never seen agood digital reader, I will spendlong hours hacking ineffectivelywith an axe.
  14. 14. Contemporary SkillsetsIntake informationFilter informationStore informationManage informationDistribute information
  15. 15. Intake and Output“Reading is defined asgetting informationfrom a recorded sourceinto your head, Writingis defined as gettinginformation from yourhead into a form whichothers can access.”
  16. 16. Intake and OutputInformation is freedfrom any specificdelivery system.
  17. 17. Task1. What needs to be done?(when possible, break the taskdown into component parts)
  18. 18. Environment1. Where must this be done ?2. Under what time constraints?3. What is the standard methodof task completion?4. How does this student interactwithin this environment?5. Who is the task being donefor? (specifics of teacher,employer, other expectations)
  19. 19. Skills1. What specific strengths doesthe person with the disability bringto this task?2. What specific weaknesses interferewith that persons ability to completethe task?3. What is that persons "tool acquisitionaptitude" and what tools are theycurrently comfortable with?
  20. 20. Tools1. What tool best "bridges the gap"between the current skill set andwhat is needed?2. If the tool is not already "in thetoolbox" (successfully trained in itsuse), how does the environmentaltimeline match with the neededlearning curve?3. If it is not possible to use the"best tool" within this environmentwhat is the "back-up tool"?
  21. 21. Hierarchy of Tools - Reading1. FoxVox, low-support, free2. WordTalk, higher support, free3. Read-and-Write, strong support,overlay style4. WYNN, full-featured, separatestructure5. Reading Pen, portable support
  22. 22. The goal is to empower studentsto continuously assess theirchanging needs and the everchanging technologicalenvironment that surroundsthem, and allow them to buildtheir own toolbelts of appropriatesolutions to their life challenges.
  23. 23. The way the world worksDifferent tools for different tasks/momentsMultiple tools for tasks
  24. 24. For reading, I use Ink on Paper (though not handwriting) Digital Screen (Computer/7” Tablet/Mobile) WYNN FoxVox or SpeakingFox WordTalk Audio Books and mp3 Conversions Read-and-Write-Gold
  25. 25. Reading Support
  26. 26. For writing, I use Keyboarding  Desktop Keyboard  Laptop Keyboard  Mobile Keyboard  On-Screen Mobile and Tablet Keyboard Windows7 Speech Recognition Vlingo Sync
  27. 27. For “Display,” I use Desktop with 2 screens Laptop Screen Android Mobile Screen Android Tablet Screen Android Sound Output Computer Speakers/Headset Microsoft/Ford Sync
  28. 28. For Spellcheck, I use Spellcheck in Microsoft Word and in OpenOffice Spellcheck in Google Apps Spellcheck in Firefox  with Dictionary Switcher Spellcheck in WYNN Ghotit
  29. 29. Mash Ups I use the OCR scanner in WYNN for most text conversion, it’s the most accurate I use CamScanner on my mobile and mix it with WYNN OCR I use Firefox with Google Docs and my British Dictionary when writing for “the right side” of the Atlantic, easiest place to switch spelling supports I use the translator in Google Docs for international tweets in other languages I bring docs from Word to WYNN and from html to Word and WYNN
  30. 30. The Tool Mash UpThe art of combining toolsto create a personalizedsupport structure
  31. 31. The Tool Mash UpAn essential part of functioningin today’s ICT world. What tobring together to supportyour individual needs.
  32. 32. Beginning Firefox Add-Ons Choose a TTS system:  FoxVox, SpeakingFox Choose a map tool Choose a dictionary Choose a translator
  33. 33. Next Carrying text to different systems, for different needs Combining Assistive Technology with Typical Applications Converting documents for mobile use Applying Open Source technologies to your needs
  34. 34. Next Individualizing AT solutions Inventing Mash Ups Utilizing multiple systems for task completion Bringing new tools, or new tool uses, to their peer group
  35. 35. Applying to Social Networking Creating global access Creating empowerment Developing cross-platform skills Establishing broad communication to break isolation and connect to future tool needs
  36. 36. Ira David Socol Freedom Stick free accessibility tool