So many people ask me about my bicycle technology class that I teach at Riverside secondary and it is essentially your course where students have the opportunity to work with their hands how to learn repair and maintenance tasks on bicycles and also how to ride them safely in the community because what we’re trying to achieve is a well-rounded 2 approach to everything that is related to bicycles so that includes manufacturing it includes mechanics and includes Transportation commute healthy lifestyle fitness so a bike program is it is unique in that it includes many different areas curricular areas we are also in partnership with a local Tri-Cities charitable zation which is kids sport and kids sport raises money through selling used sporting equipment to donate to kids in the community who are unable to afford sports and they helped fund or subsidized the funds so that so that kids don’t need to worry about the finances in terms of being able to play sports now what they do is they provide us with a class set of bikes for our students to fix and repair and all these bikes come in either broken or in need of two knots or need a replacement parts and we spend the semester fixing and repairing and tuning up these bikes and we spend about a week sorry we spend every Friday once a week learning road safety and learning how to ride your bike in the community and properly and learning how to communicate learning more about how the rules of the road and Healthy Living so that on Fridays we eventually go on local bike rides within the community as a class in this is a great and safe way for us and the students to learn how to ride their bike properly so at the end of the semester be then give these bikes back to kids sport where they then sell the bikes where the proceeds then go to students who can’t play sports and this happens every year so it’s a pretty cool cycle where we get bikes we fix them we ride them and give them back they sell them for money and they donate that money to families and then we get more bikes we fix them and then so on and so on now this program started about three years ago with only the skills development programs for students with special needs and it overtime has become a full-fledged it’s where anyone is able to take it and I feel pretty fortunate that I’m the one who was able to teach these students how to work on bikes as well as how to ride them safely and encourage a healthy option for commute patient as well as and an alternative to physical exercise for myself I have also learned a lot about biking in the different disciplines in Viking I recently got into mountain biking because of this I’ve become more into Road biking as well and it has become more than just a Leisure sport has become now a recreational sport for myself and i’m excited to continue building the program and continue growing the culture of bikes at our school.

Reflection

This activity was interesting because of the fact we were not supposed to edit or monitor our story while it was being typed on the screen. I attempted to tell the story as I would if I were speaking to a friend or colleague and was surprised by the results. Firstly, there are numerous grammatical errors and punctuation errors that make it difficult to read. This reiterates the importance of revision! The sentence structure does not appropriately capture pauses, breaks, enunciation, etc. Furthermore, I noticed there were multiple words that were translated incorrectly which causes confusion when reading through the paragraph. Although, one would still be able to understand the story based on assumptions and guesses. This may be a result of multiple factors, including hardware, software, speaking tone, volume, and speed.

The most common mistake is that there are no breaks – periods or commas. Therefore, the entire story seems to be one long run-on sentence. Another mistake that I noticed is that the voice-to-text software will also pick up speech disfluency or other filler words such as uh, um, well, sorry, etc. If this were a true written text, an author would never include these types of filler words. These examples of speech disfluency would be some of the major changes made if the story were to be scripted. However, in a voice-to-text program, it may be difficult to add breaks such as periods and commas.

The main difference between oral storytelling and written storytelling is the speaker. Oral storytelling involves more than just words, there are also expressions, body language, enunciation, volume, tone, etc. which can have differing effects on the story itself. Overall, I thought this task was an intriguing experiment to gauge some of those differences.