Toolbelt Theory 2.0
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Toolbelt Theory and the TEST student-centered, task-based AT protocol meets student Social Networking needs in this presentation from CSUN 2010
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Similar to Toolbelt Theory 2.0
Toolbelt Theory 2.0 v.2
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
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CopyrightDave L. EdyburnInclusive Technologies Tools fo
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Dave L. Edyburn
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ISBN-13: 978-1-62178-529-3
© 2019, 2013 Bridgepoint Education, Inc.
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About the Author
Dave L. Edyburn, PhD, is associate dean for research in the College of Community Innovation and Education and professor of exceptional education at the University of Central Florida, Orlando. Edyburn’s teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. He has authored over 175 articles, book chapters, and several books on the use of technology in special education. He is a past president of the Special Education Technology Special Interest Group in the International Society for Technology in Education, past president of the Technology and Media Division of the Council for Exceptional Children, and past chair of the Online Teaching and Learning SIG in the American Education Research Association. Edyburn has served as editor of several journals, including Teaching Exceptional Children, Special Education Technology Practice, Remedial and Special Education, Learning Disability Quarterly, and the Journal of Research on Technology in Education. He is a frequent conference presenter and national workshop leader.
Acknowledgments
The editorial team and author would like to thank the following peer reviewers for their feedback and guidance:
Susan Cherup, Hope College
Carolina Cowan, Ashford University
Renee Gugel, Ashford University
Kimberly Hall, Ashford University
Kathy Hoover, Ashford University
Jacki Kryger, Ashford University
Stephanie Kurts, University of North Carolina, Greensboro
Kelly Olson Stewart, Ashford University
Adriane Wheat, Ashford University
The editorial staff would also like to thank Shannon LeMay-Finn for her assistance in developing resource guide material.
· Knowledge Check
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- 1. Toolbelt Theory 2.0 Universal Design and Global Access through Student Technology Choice Ira David Socol Michigan State University CSUN 2010 San Diego
- 2. Enabling the tool use and tool choice skills of our students is at the heart of giving them the power to succeed in their future .
- 5. "Toolbelt Theory" suggests that we must teach our students how to analyze tasks, the task-completion environment, their own skills and capabilities, an appropriate range of available tools… and let them begin to make their own decisions
- 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. Students learn to employ a specifically ordered version of Joy Zabala's SETT Framework (Student, Environment, Tools, Tasks). Specifically ordered because, in human experience, the choice of tools is always Task - dependent.
- 9. Student-centered Task-based Technology decision-making Protocol
- 10. Task. At the most basic, I need to know if I need to cut wood or join it before I start looking for a tool to use.
- 11. Environment is next because it makes a huge difference whether I am cutting the wood in my garage or in a forest.
- 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 myself and others with power tools?
- 13. Once I know all of that, I need to know which Tools exist – if I have never seen a chainsaw, as many dyslexic students (for example) have never seen a good digital reader, I will spend long hours hacking ineffectively with an axe.
- 15. Intake and Output “ Reading is defined as getting information from a recorded source into your head, Writing is defined as getting information from your head into a form which others can access.”
- 16. Intake and Output Information is freed from any specific delivery system.
- 17. Task 1. What needs to be done? (when possible, break the task down into component parts)
- 18. Environment 1. Where must this be done ? 2. Under what time constraints? 3. What is the standard method of task completion? 4. How does this student interact within this environment? 5. Who is the task being done for? (specifics of teacher, employer, other expectations)
- 19. Skills 1. What specific strengths does the person with the disability bring to this task? 2. What specific weaknesses interfere with that person's ability to complete the task? 3. What is that person's "tool acquisition aptitude" and what tools are they currently comfortable with?
- 20. Tools 1. What tool best "bridges the gap" between the current skill set and what is needed? 2. If the tool is not already "in the toolbox" (successfully trained in its use), how does the environmental timeline match with the needed learning curve? 3. If it is not possible to use the "best tool" within this environment what is the "back-up tool"?
- 21. Hierarchy of Tools - Reading 1. Click-Speak, low-support, free 2. WordTalk, higher support, free 3. Read-and-Write, strong support, overlay style 4. WYNN, full-featured, separate structure 5. Reading Pen, portable support
- 22. The goal is to empower students to continuously assess their changing needs and the ever changing technological environment that surrounds them, and allow them to build their own toolbelts of appropriate solutions to their life challenges.
- 25. Reading Support
- 30. The Tool Mash Up The art of combining tools to create a personalized support structure
- 31. The Tool Mash Up An essential part of functioning in today’s ICT world. What to bring together to support your individual needs.
- 36. http://speedchange.blogspot.com/ Ira David Socol Michigan State University [email_address] http:// mits.cenmi.org /