Task 11 : Predictive Text

Predictive Text

A mini recording of the micro-blog via Twitter

RPReplay_Final1661619285

Microblog post on Twitter

 

Reflection

I have been an avid user of other microblogging networks such as Instagram and Facebook but I would consider myself more of an observer than a blogger. When Instagram first was released, I was microblogging often, sharing moments of my life often. Today, I am finding that I am posting less about my personal life and value to idea of privacy. Also, do people really care about what I am doing on the weekend? I have always wondered how my posts could have a positive and even negative impact on their perceptions of me? Hence, the primary reasons for stepping away from the microblogging.

I used Twitter as the platform for this microblogging task. I have to admit, I am new to the Twitter world. I am noticing that Twitter is a network of a variety of community members all brought together for a similar purpose. I am following accounts that are either education, ADST, and/or STEM related.  I am so impressed with the resources and streams of thoughts these bloggers are posting to share with others.

When I was creating my statement on Twitter, I wrote my thoughts based on what I have heard repeatedly in professional development workshops, read in books, and from fellow teaching colleagues. I continue to relay this message to parents during conferences to reiterate that their child’s social and emotional well being is the most important factor to their success in learning. The statement I generated most definitely spoke in my voice and I am a firm believer of this statement.

As for the auto-complete algorithms, I noticed that Twitter starts off with a writing prompt to the microblog which is, “What’s happening?” It tracks the number of characters you start inserting into the post and sends you a motion alert when you are close to running out of space. I ran out of space and had to modify my post. The system auto-corrected my spelling errors with words that are related to my statement (you can see this in the video clip).  Yet, it doesn’t catch everything because I have come across many tweets that include spelling errors and/or grammatical errors. This confirms that the auto-generated algorithms are not perfect. Human interference is still required for the purpose of proof-reading your own work. If a message in a microblog was full of syntax and spelling errors, the audience would lose interest very quickly! One of my biggest pet peeves is finding errors in text that have been published in books. Do you agree? I inserted a simple GIF into my microblog in the hopes of expressing my thoughts in a visual representation. I will probably feel this way after the first week back at school.

 

Final Project – Describing Communication Technologies

Podcast: Writing Out Loud, History of Writing and Speculative Futures

This podcast is the sequel to my last post on Speculative Futures with a focus on  how educational technology may change the traditions of writing in the next 30 years.

   Before listening to the podcast, please view the two 
    videos below as background context for the podcast.

               Podcast : Writing Out Loud
             Created using Anchor by Spotify

This exciting episode includes Jade Lee speaking about the history of writing and how it applies to teaching pedagogy and effective practices. This is a sequel to exploring the question of how educational technology may play in the future of writing? After speculating the future in utopian and dystopian scenarios for the year 2052, Jade goes on to interviewing her daughters about the process of writing in current times and the speculative future. Enjoy!

 "Writing is one of the most important human inventions 
             of all time" (Gnanadesikan, 2011).

References

Bazerman, C. (Ed.). Handbook of research on writing: History, society, school, individual, textLinks to an external site. New York, NY: Routledge.

Dunne, A. & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming.  [eBook edition]. The MIT Press. https://muse-jhu-edu.eu1.proxy.openathens.net/book/28148/

Gnanadesikan, A. E. (2011).“The First IT Revolution.” In The writing revolution: Cuneiform to the internet. Links to an external site. (Vol. 25). John Wiley & Sons (pp. 1-10).

Haas, C. (2013). “The Technology Question.” In Writing technology: Studies on the materiality of literacy. Links to an external site.. Routledge. (pp. 3-23).

Interviews with Jasmine and Jayla Brandlmayr. 2022

"Writing is not just an aid to memory; it is also the 
technology for making thoughts real. Once they are 
documented, ideas may be revisited, consulted, revised, 
and criticized" (Olsen, 2011).

Task 12 – Speculative Futures

Speculative Futures

Dunne and Raby (2013) describe speculative design as “the idea of possible futures and using [technology] as tools to better understand the present and to discuss the kind of future people want, and, of course, ones people do not want. They usually take the form of scenarios, often starting with a what-if question” (p 2-3).  Dunne and Baby continue to argue that design speculation “requires viewers to suspend their disbelief and allow their imaginations to wander, to momentarily forget how things are now, and wonder about how things could be” (p 3). I took all these points and considered the role of teaching with the future of educational technology.

This is the first part of my Final Project where I speak about the potential relationship between education and technology in the year 2052.  I wanted to explore the idea of how technology could possibily take over the mechanics of writing where students would no longer need to learn how to write manually. The process has already begun with accessibility features such as speech to text and texting using a digital keyboard.  What if the physical mechanics of writing ceased to exist in 2052? I created iMovie trailers describing a Utopian and a Dystopian perspective of this notion.  Enjoy!

The second part of my Final Project will be a Podcast, in which I will be interviewing my children about their thoughts of the potential of writing changing with the increase of availability and accessibility of digital writing tools. Stay tuned!

An Utopian World (iMovie transcript)

The year is 2052

A time where young students are solely reliant on technology
Students learn digital writing and errors do not exist

Teachers don’t need to waste time teaching students how 
to write

No Stationary and writing supplies means less money spent

Technology creates excellent digital writers

Utopian "Takes place in a highly desirable society, 
often presented as advanced, happy, intelligent, 
or even perfect or problem-free"

An Utopian World

A Dystopian World (iMovie transcript)

The year is 2052

There has been a worldwide indefinite power surge

All devices have stopped working

Students have to learn how to do everything manually,
like holding a pencil

A dystopian world, "a highly undesirable society, often
plagued with chaos and other negative elements"

A Dystopian World

Now that you have viewed both speculative futures, what are your thoughts?

 

References

Dunne, A. & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming.  [eBook edition]. The MIT Press. https://muse-jhu-edu.eu1.proxy.openathens.net/book/28148/

Speculative Fiction. https://en.wikipedia.org/wiki/Speculative_fiction

https://pixabay.com

https://www.istockphoto.com