Linking Assignment #1

Posted on April 18, 2023 by Lisa Burnette

Chris has provided a thorough analysis of the differences between oral and written communication, and the challenges that arise when converting from one to the other. His perspective of voice-to-text is different than mine, so much so that when I consider this technology I find myself looking at it as a teacher of developing readers and writers. I have not necessarily considered the intentionality and conciseness of written text, as characterized by Gnanadesikan (2011, p. 5). My perspective of speech-to-text technology is that provides an alternative means of recording student thoughts and ideas without the hindrance of physical writing or typing skills. This can be especially helpful for students who struggle with fine motor skills or dyslexia. By dictating their ideas instead of writing them, developing writers can focus more on their content and less on the mechanics of writing. Using speech-to-text technology can help young learners to overcome barriers and enable them to more easily and effectively communicate their ideas.

As Chris points out the most common mistakes observed were a lack of proper punctuation, use of tense, and word choice. For developing writers, it is more important to focus on generating ideas and expressing themselves creatively. While the accuracy of mechanics is still important, it should not be the primary focus at this stage of their writing development. Despite speech-to-text flaws, the text might achieve its functional purpose of communication, which Schmand-Besserate (2007) suggests is one of the primary goals of written languages. The ability of young learners to express their ideas and thoughts without being hindered by the mechanics of writing such as spelling, grammar, and punctuation. can help to boost their confidence and encourage them to be more expressive and creative with their writing.

As they progress and become more advanced writers, the importance of accuracy in mechanics increases. At this point, speech-to-text technology can still be helpful, but it should not be relied upon solely as a tool to improve writing skills. Instead, advanced writers should focus on honing their skills in grammar, punctuation, and spelling to ensure that their writing is clear, concise, and effectively communicates their ideas.

References

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

Schmandt-Besserat, D., & Erard, M. (2007). Origins and forms of writing. In C. Bazerman (Ed.), Handbook of research on writing: History, society, school, individual, text (pp. 7-26). Routledge. https://doi.org/10.4324/9781410616470

Text-to-Speech & Speech-to-Text

Posted on April 18, 2023 by Lisa Burnette

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

Task 8 – Golden Record Curation

Posted on April 8, 2023 by Lisa Burnette

These are the ten tracks that I choose for this task.

Brandenburg Concerto (First Movement)
Johnny B. Goode
Gavotte en rondeaux
Melancholy Blues
Rite of Spring (Sacrificial Dance)
The Well-Tempered Clavier
Fifth Symphony (First Movement)
The Fairie Round
Dark Was the Night
String Quartet No. 13 in B flat

The first thing I did was listen to all 27 tracks all the way through with no other purpose other than listening to music. Next, I read about Voyager’s Golden Record and all the math that was involved with its creation. What I found interesting to learn is that they tried to recruit John Lennon for the curation of the songs, but he wasn’t available, instead, he recommended they used his sound engineer, Jimmy Iovine. (Ferris, 2017) After much overthinking about the intended message, to communicate a story of our world to extraterrestrials. I decided to listen again and simply choose what I found appealing to my ear. It was an elimination process, eventually settling on the ten tracks listed above.

Reference

Ferris, T. (2017, August 20). How the Voyager Golden Record Was Made. The New Yorker. https://www.newyorker.com/tech/annals-of-technology/voyager-golden-record-40th-anniversary-timothy-ferris

Task 6: An Emoji Story

Posted on April 8, 2023 by Lisa Burnette

Translating the title and plot of a book into emojis was a creative challenge.

Did you rely more on syllables, words, ideas, or a combination of all of them?

I did not consider syllables because I used the emoji search bar to help me find emojis that might connect. I used a combination of everything, ideas, words, and concepts, although there are only so many emojis available it was difficult to find ones that accurately conveyed the intended meaning, especially for more complex ideas and concepts.

Did you start with the title? Why? Why not?

It just made sense to me to start with the title, it provided a general direction and theme for the selection of emojis for the plot. However, it’s also possible to have approached the task by first summarizing the plot and then selecting emojis that capture the title.

Did you choose the work based on how easy it would be to visualize?

I choose the work because it was the last book I read for pleasure. The book’s popularity also led to the release of a major motion picture adaptation in 2019 which further raised the book’s profile and brought its message to an even wider audience. I have not seen the movie, but the book was an eye-opener.

Overall, translating a book’s title and plot into emojis was a creative way to engage with this task, but it also requires careful consideration and creativity to effectively communicate the essence of the work using only a limited set of symbols. In Chapter 4, Bolter (2001), notes that hypermedia designers use images to convey meaning more directly than words alone can do and connects this immediacy to our ‘desire for the natural sign.’ Using only emojis alone, I did not think I was transferring the meaning of the concepts and ideas of my story naturally or directly. This task challenged me to be creative with the meaning of ideas and concepts. It would have been easier and allowed me to better convey the meaning of the plot.

References

Bolter, J. D. (2001b). Writing Space: Computers, Hypertext, and the Remediation of Print. Routledge.

Task 4 – Potato Printing

Image

Creating identical words using potato stamps was a fun, engaging and sometimes challenging process that required a significant amount of time and effort. From preparing the potatoes and carving the stamps to testing them out and producing the final prints, the entire process was manual and required a great deal of attention to detail.

First, I chose potatoes that were relatively large and had a smooth surface. I bought several knowing it would take me several attempts to get it right. I cut them in thirds to create a flat surface for carving. I sketched out the letters for the word “smile” using all capitals thinking this would be easier. It was not! This was a bit tricky because I had to make sure that the letters were mirrored, so they would appear correctly when stamped onto paper. I struggled immensely with the “S” and “E.” Once I was satisfied with my sketches, I used a small exacto knife to carefully carve out the letters from the potato. I had help with the “S” it was difficult for me, and required patience and extreme precision, especially with the curve of the “S”.

Once the stamps were carved, a time-consuming process, about two hours. I tested them out by dipping them in craft paint and pressing them onto paper. It took a bit of trial and error to get the right amount of paint on the stamp and the right amount of pressure to create a clean print. Finally, I was able to create the stamp SMILE.

One of the things I appreciated about this activity was the opportunity to be creative with limited resources. Potatoes are a common household item, and yet they can be transformed into a tool for creating beautiful prints. It was a reminder that creativity doesn’t always require expensive materials or fancy equipment. I also appreciated the tactile nature of the process. Carving the stamps and pressing them onto paper required the use of my hands and allowed me to engage with the materials in a way that I don’t often get to do with digital projects.

The process of creating potato stamps can be seen as a stark contrast to the mechanization of writing that has occurred with the advent of digital technology. While using potato stamps required manual labour and a great deal of attention to detail, digital technology has made it possible to produce thousands of identical words with the press of a button.

When considering the overall context of the mechanization of writing, I have mixed feelings. On the one hand, I appreciate the benefits that technology has brought to the writing process. Word processing software, for example, has made it easier to write and edit documents, while digital printing has made it possible to produce high-quality copies quickly and efficiently. On the other hand, the potential loss of the personal touch in writing that comes with this mechanization. Handwriting, for example, is a skill that is becoming increasingly rare, as more and more people rely on keyboards and touchscreens to communicate. Similarly, the ability to produce identical copies of a document quickly and easily can lead to a loss of the uniqueness and individuality that was once an integral part of writing.

Overall, I think there is a place for both manual and mechanized approaches to writing. While technology has brought many benefits, it is important to remember that there is value in taking things slowly and focusing on the details. By striking a balance between these two approaches, we can ensure that writing remains a personal and engaging process, even as technology continues to advance.

Task 2 Does Language Shape the Way We Think?

Posted on January 27, 2023 by Lisa Burnette

JP Morgan Chase Library, New York City (2022)

Dr. Lera Boroditsky is a cognitive psychologist and linguist who has conducted research on the relationship between language and thought. In her 2017 YouTube video, she makes several key statements about language and how it shapes our perception of the world.

6:30 – “Well of course speakers of different languages have to think differently because, look, languages are requiring our speakers to pay attention to such different information just in order to be able to speak.”

Dr. Boroditsky argues that language influences how we perceive and categorize the world around us. For example, she notes that in English, we tend to describe events using a subject-verb-object sentence structure, which emphasizes the agent (the person or thing doing the action). In contrast, some languages use a subject-object-verb structure, which emphasizes the patient (the person or thing that the action is being done to). This can affect how speakers of these languages perceive events: When you see an event, you might focus more on the agent or the patient, depending on what your language is emphasizing. This is a good indication of why people make such poor eyewitnesses to events.

17:39 – “Across all of these cross-linguistic differences how do we know that language is creating the difference and how people think about time.”

The way we talk about time can shape the way we experience it. Dr. Boroditsky notes that different cultures have different ways of talking about time, which affects how people experience it. For example, she notes some cultures recognize time in reference to directions. However, in English, we might say ‘I’ll see you in a couple of hours,’ but in Mandarin, you might say ‘I’ll see you in a little while’ or ‘I’ll see you in a big while’ depending on how long you’re going to be.” This affects how people perceive the passing of time.

21:19 – “So the question is once you’ve learned a language like this, with grammatical gender, do you actually end up thinking of the sun and the moon as somehow more male-like or more female-like depending on what gender they are in your language?”

Grammar can actually influence how we think. Dr. Boroditsky notes that some languages have grammatical gender, which assigns masculine, feminine, or neuter genders to nouns. She argues that this can influence how speakers of these languages perceive inanimate objects: “If you have a feminine noun for ‘bridge’ and a masculine noun for ‘river’, then when you think of a bridge and a river, you might automatically think of the bridge as being more delicate and graceful, and the river as being more powerful and strong.” I have noticed this with young children when they are engaged in imaginary play, giving the bridge a more feminine voice, whereas the river would have a more masculine voice.

29:41 – “In English, we have this quite weird property in English in that we don’t strongly distinguish between things that are accidents and things that are intentional.”

Spanish is a language like this, it makes more of a distinction between accidents and intentional events. In Spanish we only talking about who did it when it’s intentional, but when it’s accidental less. The language we speak can affect how we remember and recall events. As an example, speakers of different languages may focus on different aspects of an event when recalling it, based on the linguistic structures available to them. The majority of my students are Spanish/Spanglish speakers and when trying to resolve a conflict between them I sometimes find the story confusing, simply because my grasp of the Spanish language is not strong. I will usually refer them to a counsellor who is a native Spanish speaker.

32:28 – “Speakers of different languages witness exactly the same event, but come away remembering different things about that event.

Different languages can lead to different perceptions of the world: Dr. Boroditsky suggests that the structure and vocabulary of different languages can lead speakers to see the world in distinct ways. She notes that different languages have different words and structures for categorizing things in the world. For example, she notes that the Navajo language has many words for the different ways beverages are consumed. Being bilingual or multilingual can allow people to see the same object or event in different ways: “When you’re bilingual, you’re able to think about the same concept in multiple ways. You can see the same thing from different angles and different perspectives.” This can lead to a more nuanced understanding of the world.

57:43 – “Language continues changing and evolving and that’s its nature it’s a living thing that we create and so whether it’s through technology or through being exposed to new experiences that’s just always going to happen. So, yes, people are definitely changing the language, part of that is driven by technology, but this is nothing new.”

As the world changes, so too does the way we talk about it. New ideas, inventions, and social changes require new words and ways of expressing ourselves. For example, the rise of social media has led to the creation of new words and phrases like “tweet,” “like,” and “hashtag,” which were not part of the English language just a few decades ago. As new words and expressions enter our vocabulary, they shape the way we think about the world and our place in it. This process is not just limited to the creation of new words, but also the evolution of grammar and syntax. Over time, the way we use language can change so much that it becomes almost unrecognizable from its earlier forms. Think hieroglyphics.

My final thought, the constantly evolving nature of language is an essential factor in its role in shaping our perceptions, ideas, and thoughts about the world.

References

SAR School for Advanced Research. (2017, June 7). Lera Boroditsky, how the languages we speak shape the way we think [Video]. YouTube.

Task 1 – What’s in My Bag

Posted on January 23, 2023 by Lisa Burnette

This task is based on Ellie Brown’s bag series that “explores the duality between the way people characterize themselves in public and the private contents of their handbags”.

Tada! The contents of my transport tote, a gift from my daughter, many Mother’s Days ago. This is my everyday bag, not my school bag, on school days I carry at least two bags and sometimes more. This however is the stuff I feel is important enough, that I tote it around whenever I leave the house on any given day. Most of it is for practical purposes, and some for comfort.

Phone/Digital Communication Device
Wallet
Keys
Prescription Sunglasses
Water Bottle
Lemon Powder
Snacks
Lip Balm
Sanitizing Wipes
Change Purse- which also functions as a mini medicine holder
Picture of my daughter
Young Adult Graphic Novel
Extra shopping bag
Dog Poop Bags
Random Receipts

This stuff begins to tell the story of who I am based on what I carry with me. The specific contents may vary over time, but the items pictured here are pretty much the ones I carry consistently.

My phone, today, is the most vital item in my bag, although it does so much more, maybe digital communication device is a better label. As a communication device, it incorporates written text, visual graphics, and oral/audio modalities. It uses text for communication, text messaging and email, for entertainment, reading a story on Facebook or watching TikToc videos. It keeps me up-to-date on news and event and provides me with driving direction regularly. My phone also is useful for information storage, grocery list and contact list, especially since it seems that people, myself included do not remember phone numbers anymore. This device/phone also holds my credit card information, Apple Pay is a wonderful convenience, I no longer have to carry more plastic cards than necessary. I can use it to gain access to different venues by showing my ticket barcode on the screen. This digital communication device, referred to commonly as my phone is a compelling example of how text communication has changed over the years. Today writing messages and communicating has become increasingly abbreviated and graphic, with emojis allowing easier expression of emotions and tone through written communications. If I lost this device, I would be lost, I depend on it for so many functions.

My wallet contains both personal and financially sensitive information about me. My driver’s license, and debit/credit cards all provide digital information about me by accessing databases, They send messages about transactions and record my purchasing and location behaviours

My car keys may indicate I live in a place that requires a vehicle to get around. House keys and fobs to access the garage and house, we lock everything up because this is the society in which we live, and we value our personal effects. Both sets of keys contain digital information that allows me to carry out certain functions in my day-to-day life.

Prescription Sunglasses, these are necessary for me to see, especially when driving. I also need my glasses to take in and process both print and digital media.

A water bottle, lemon powder, and snacks just in case I find myself hungry or thirsty and these things are not available to me.

I use lip Balm (3) frequently and always have one in my coat pocket so I am not surprised I have so many in my bag. Sanitizing wipes, because you never know when you may need to clean the area where you sit down, maybe for lunch or coffee or to write a paper. My change purse has coins for parking, but more importantly, it functions as a mini medicine bag containing items such as Motrin, dental floss, Tums and a variety of other “like” stuff. These items are all printed with directions for use.

As another example of print media, sentimentally, I have kept a picture of my daughter as a baby in my bag since she went away to university in 2013. Of all the treasured images of her I have on my phone, I just can’t seem to remove this little framed picture from my everyday bag. I take comfort knowing I have that picture.

Young adult graphic novel: In most aspects of my life, technology is integrated, I have an iPad with a Kindle app on it, but I still prefer my books in print. I enjoy reading print media for enjoyment and relaxation, and I like to keep up with YA novels to make reading recommendations for my students. I teach grades 6-8, and I am trying to instill the love of books and reading for pure enjoyment in students, although it is a challenge competing with the digital media world.

Extra shopping bag just in case I am out and need to pick a few things up at the store, I definitely do not need any more bags, so I always try to carry an extra one with me.

Dog poop bags tell you that I am a responsible dog owner.

These items in my bag would indicate that I am literate in both print and digital media, and I can switch between traditional and digital media depending on my needs.

What would my bag have looked like twenty years ago?

Twenty years ago amazingly I also had a cell phone, it was a Motorola flip phone, or maybe it was a little Blackberry, I can’t be sure. I do remember the reason I had gotten it in the first place was that my car broke down and I was stranded. It was an essential safety item then, and today, it contains “everything” essential to my day-to-day life. I have always carried a wallet with the necessary cards and cash. A first or second-generation iPod with headphones for listening to music, music has always been a refuge. I was also a working mother of a seven-year-old, so my bag was full of snacks for after school, children’s books, games, and crayons for passing the time in the car, riding the train or waiting for appointments. How time flies, and how quickly technology, items in our bags, and life change.