You can find the PDF here ETEC 540 Final Project

Reflection

I have been fascinated with incorporating text-to-speech (TTS) and speech-to-text (STT) technology into my classroom to support the students I have with disabilities, English learners, and struggling students. It’s now incorporated into our Learning Management System (LMS), Schoology and the students are showing growth in their learning. This could be attributed to the notion that written languages build upon or enhances oral communication (Ong, 2002, p. 9).

 I have a student with dysgraphia and he uses speech-to-text technology to dictate his written responses to assignments and note-taking. STT technology was especially helpful for him to reduce physical strain and discomfort associated with handwriting or typing. This technology has also levelled the playing field for him by creating equal access and he has developed more confidence in working collaboratively with his peers. His seamless use of speech-to-text technologies has encouraged many of my other students to also use this technology as well. This has helped them stay on task by reducing frustration and allowing them to focus on their ideas rather than their mechanics of writing.

Text-to-speech technology has been beneficial for students with reading difficulties, helping them to access content that they may not have been able to before, and increasing their independence and engagement in the learning process. The use of an immersive reader has increased my students’ completing reading at home, which was not happening at the start of the year. Additionally, text-to-speech technology can be used to support students who struggle with comprehension, especially for a first read. Hearing the text read aloud has helped them to better understand and process the information.

In conclusion, speech-to-text and text-to-speech technologies can be powerful tools for supporting students in the classroom, but it is important to use them judiciously and with awareness of their limitations. By using these technologies in combination with other teaching strategies, I have been able to create a more inclusive and accessible learning environment for all students.

References

Gnanadesikan, A. E. (2009). The First IT Revolution. Wiley-Blackwell eBooks, 1–12. https://doi.org/10.1002/9781444304671.ch1

Haug, K. N., & Klein, P. D. (2018). The Effect of Speech-to-Text Technology on Learning a Writing Strategy. Reading & Writing Quarterly, 34(1), 47–62. https://doi.org/10.1080/10573569.2017.1326014

Kimmerer, R. W., & Smith, M. G. (2022b). Braiding Sweetgrass for Young Adults: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. Zest Books TM.

Ong, W. J. (2002). Chapter 1: The Orality of Language. In Orality and literacy: The technologizing of the word (pp. 5-16). Routledge. https://doi.org/10.4324/9780203426258

Quinlan, T. (2004). Speech Recognition Technology and Students With Writing Difficulties: Improving Fluency. Journal of Educational Psychology, 96(2), 337–346. https://doi.org/10.1037/0022-0663.96.2.337

Tools for Teachers – Smarter Balanced. (n.d.). https://www.smartertoolsforteachers.org/resource/103

Wood, S. M., Moxley, J. H., Tighe, E. L., & Wagner, R. (2018). Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170