Understanding tool-use in the context of developing “purposeful” technological learning tools

Intelligent creatures such as animals and humans have designed, modified and made purpose of natural tools since their inception. These include sharp pieces of wood, twigs, and stones and so on. However, with the evolution of the human mind, tool-use has become ever more sophisticated such that humans have been able to apply such tools to reach out of their domain using high-powered technology, otherwise impossible with the use of only physical/organic tools. Consequently, this brings us to the question of how then can we use technology in order to enhance the learning of a vast array of learners in the field of Education? What goes into the making of a “tool” that would essentially extend the mind (Clowes, 2013) of its user in the educational setting?

One component of “tool design” to consider is its “affordance” (Christopher, 2013). The affordance of a tool would simply mean the perception-action coupling which mean that the “appearance” of an object “suggests” a response according to Gibson (Christopher, 2013). Hence, by extension of this understanding we could suppose that technological tools such as application programs/software must also be designed in ways that support the “ease of use” in a way that it is easy and ready to use. A good example of this would be to use large font size and reasonable color schemes for applications that are meant for the elderly. On the other hand software designed for children would be more graphic and brightly colored with less text and more graphics. However, affordance also entails the notion of “readiness for use” which would perhaps inform the interface design in terms of accessibility, fewer steps to reach a goal, simple instructions and clear pathways.