Task 3: Voice to Text Task

For this task, I decided to utilize two different technologies. I recorded my voice using my iPhone 16 Pro and the built-in Voice Memos application which now has the ability to transcribe your voice memo into written text. This is presented in the left column below. After this, I took the voice memo file and uploaded it to a free application called AIKO, which uses OpenAI’s Whisper transcription technology. The results of this are presented in the right column. I did this because I wanted to compare the difference between the two. I have answered the tasks questions below the transcriptions.

iPhone Voice Memo Transcription

For this assignment, I am going to talk about what I did today at work and I’ simply going to look at my calendar in order to ensure that I go through and remember everything that I that I did. So I was started my day off by getting up early and leaving my apartment. I made my way to work and at work I was uh the first thing I did was get a, uh, some oatmeal and the reason for that is because I’m trying to bring my cholesterol down since I had some, uh medical tests recently and that brought my, uh, attention to the fact that my cholesterol is a little bit higher than normal and it’s the first time that I’ve ever had that happen. So it was a little bit of a change in my um my routine. So I’ve heard that oatmeal is very good from a little bit of research that I’ve done and so I’ve used that to try and uh help mitigate that. So I started that my day off with that. After that I had a high school student council meeting. I am the uh one of the supervisors for our high school student council. And, uh, we had a great meeting today. We talked about the, uh Valentine’s Day coming up in an event that we’d like to host for that, which is a pancake breakfast. uh We also have candygrams happening soon, so we’ve talked about that and the students really did a good job of organizing themselves, getting together into groups and kind of helping plan and finalize the the plan for what, um, what that day and what that uh cangram activity is going to look like. after that I uh worked with my colleague who is the actually the other high school supervisor student council supervisor and we sat down and I was showing her a little bit of uh some techniques on how to use uh the iPads that we have at school with her students as well as her own iPad in order to help students um with annotations for things like PDF files and programs. uh and noteaking and and and she’s an English teacher so really focusing on that area. um and then I went and grabbed an iPad uh for myself to play around with in order to see what students would be capable of doing um with a iPad uh at the uh at their level in the school. um and so just kind of taking a look into what that can possibly look like. um for for her students. Um After that, uh I met with my elementary vice principal and we talked about and explored how we can use Chati PT and AI to assist in developing a scoping sequence for uh a bit of a math curriculum, all the way from kindergarten to grade five. And from there we kind of uh we started using different tools and we really used Chat PT, but we used different curriculum documentation and a template and some examples of previous open sequences to try and get Chappe ChBT to basically take the Australian curriculum and create a new one for us. um in the template and in the structure that we wanted. and we had some moderate success. We got a lot done in about half an hour. um but we warrant able to to really uh to finish so we’ll we’ll have another follow-up meeting in order to try and make that make that happen. After that, I ran to a session with grade three where I was teaching them about digital advertising and the uh concept and practices and best and skills for taking really great um product photos. um so our students in grade three right now are creating their own products. They’re learning about supply and demand and selling and marketing. and so part of that project is to utilize their iPads to take really great photos of their products and really start thinking about like the backgrounds and the and the lighting when they’re taking their pictures, um how big their objects are, how small they are. um and so we had a lot of fun um doing that. After that, I was running around. um I had lunch uh and I spent quite a bit of my time organizing different calendar events and and getting things figured out for these high school student council events that are happening. So talking to my principal to get, um some details uh and permission in order to run those and getting some budgetary things completed. uh After that we had a fire drill uh where we were out on the field ensuring that all of our students were safe. After that I went to grade two and I was teaching um some computer science and scratch Junior uh in order to help develop our grade two um computer computational thinking skills. After that I had an hour long meeting around uh a PD day that we’re planning in February for all of our staff across the school, uh, with my two two coworkers. And finally we finished the day off with a full faculty meeting. um in which we uh were exploring our professional growth plans and I was explaining what I’m doing for my professional growth plan this year, which is to map out all of the skills that are uh technology skills that our students need in order to complete fullel years at our school. And uh hoping to make the transitions between some of the bigger jumps like grade five deg grade six, where we switch from iPads to laptops a little bit easier for students. So that was my work day and that’s at five minutes. So thank you.

AIKO Transcription

For this assignment I’m going to talk about what I did today at work and I’m simply going to look at my calendar in order to ensure that I go through and remember everything that I did.

So I started my day off by getting up early and leaving my apartment.

I made my way to work and at work I was, uh, the first thing I did was get a, uh, some oatmeal and the reason for that is because I’m trying to bring my cholesterol down since I had some, uh, medical tests recently and that brought my, uh, attention to the fact that my cholesterol is a little bit higher than normal and it’s the first time that I’ve ever had that happen so it was a little bit of a change in my, um, my routine.

So, uh, I’ve heard that oatmeal is very good from a little bit of research that I’ve done and so I’ve used that to try and, uh, help mitigate that.

Um, so I started that my day off with that.

Um, after that I had a high school student council meeting.

I am the, uh, one of the supervisors for our high school student council and, uh, we had a great meeting today.

We talked about the, uh, Valentine’s Day coming up and the event that we’d like to host for that which is a pancake breakfast.

Uh, we also have candy grams happening soon so we’ve talked about that and the students really did a good job of, uh, organizing themselves, getting together into groups and kind of helping plan and finalize the, the, the plan for what, um, what that day and what that, uh, candy gram activity is going to look like.

After that I, uh, worked with my colleague who is the actually the other high school supervisor, student council supervisor and we sat down and I was showing her a little bit of, uh, some techniques on how to use, uh, the iPads that we have at school with her students as well as her own iPad in order to help students, um, with annotations for things like PDF files and programs, uh, and note-taking and, and she’s an English teacher so really focusing on that area.

Um, and then I went and grabbed an iPad, uh, for myself to play around with in order to see what students would be capable of doing, um, with a iPad, uh, at the, uh, at their level in the school, um, and so just kind of taking a look into what that can possibly look like, um, for, for her students.

Um, after that, uh, I met with my elementary vice principal and we talked about and explored how we can use ChatGPT and AI to assist in developing a scope and sequence for, uh, a bit of a math curriculum all the way from kindergarten to grade five and from there we kind of, uh, we started using different tools and we really use ChatGPT but we use different curriculum documentation and a template and some examples of previous scope and sequences to try and get ChatGPT to basically take the Australian curriculum and create a new one for us, um, in the template and in the structure that we wanted, um, and we had some moderate success.

We got a lot done in about half an hour, um, but we weren’t able to, to really, uh, to finish so we’ll, we’ll have another follow-up meeting in order to try and make that, make that happen.

Um, after that I ran to a session with grade three where I was teaching them about digital advertising and the, uh, concept and practices and best and skills for taking really great, um, product photos, um, so our students in grade three right now are creating their own products, they’re learning about supply and demand and selling and marketing, um, and so part of that project is to utilize their iPads to take really great photos of their products, um, and really start thinking about like the backgrounds and the, the way and the lighting when they’re taking their pictures, um, how big their objects are, how small they are, um, and so we had a lot of fun, um, doing that.

Uh, after that I was running around, um, I had lunch, uh, and I spent quite a bit of my time organizing different calendar events and, and getting things figured out for these high school student council events that are happening, so talking to my principal to get, um, some details, uh, and permission in order to run those and getting some budgetary things completed.

Uh, after that we had a fire drill, uh, where we were out on the field ensuring that all of our students were safe.

After that I went to grade two and I was teaching, um, some computer science, uh, in Scratch Junior, uh, in order to help develop our grade two’s, um, computer computational thinking skills.

After that I had an hour-long meeting around, uh, a PD day that we’re planning in February for all of our staff across the school, uh, with my two, two co-workers, and finally we finished the day off with, uh, a full faculty meeting, um, in which we, uh, were exploring our professional growth plans and I was explaining what I’m doing for my professional growth plan this year, which is to map out all of the skills that are, uh, technology skills that our students need in order to complete a full 12 years at our school and, uh, hoping to make the transitions between some of the bigger jumps like grade five to grade six where we switch from iPads to laptops a little bit easier for students.

So that was my work day and that’s at, uh, five minutes, so thank you.

 

How does the text deviate from conventions of written English?

Apple’s transcription is a raw unaltered transcription of my voice. It lacks punctuation, paragraphs, grammar, spelling, and proper capitalization. The data is presented in its most pure form without the additional rules applied to written language. The AIKO transcription on the other hand presents the same voice recording in a properly written textual format with proper/correct capitals, paragraphs to break up ideas, sentence structure, spelling, and grammar. When looking at these two transcriptions in a Google Doc there are numerous areas that are underlined in the Apple transcription, indicating errors in the grammar and language, while in the AIKO version there is only one underline due to the AI repeating the words “make that” appear twice. The Apple transcription appears more natural, raw, and untouched, similar to how our brains “think” or how we speak in a conversational tone; while the AIKO transcription offers a formal form of written language that adheres to the rules of written English. The AIKO version has fixed many of the errors in my speaking, for example Apple states: “So I was started my day off by getting up early”, while AIKO corrected this to: “So I started my day off by getting up early” with a proper break in paragraphs. This makes the AIKO version easier to follow, understand, and read. Overall, the Apple transcription presents my thinking in its raw, spoken form. While AIKO has refined my voice into a more structured, readable text. 

What is “wrong” in the text? What is “right”?

The Apple transcription did a fairly good job of capturing the correct words and putting in periods at the correct places. It has done a mostly good job of spelling but lacks proper capitals, commas, paragraphs, and in some cases gets the spelling or word entirely wrong. The AIKO transcription on the other hand has cleaned up my oral recording and transformed it, mostly, into a properly written set of English paragraphs with proper grammar, commas, paragraphs, spelling, and punctuation. While remaining mostly true to my recording to the point that it even included my filler words. The AIKO transcription can be said to be “inauthentic” as the AI has clearly done some of its own “thinking” to adjust my language into a format that follows the rules of written language that oral language does not. 

What are the most common “mistakes” in the text and why do you consider them “mistakes”?

My use of filler words would be considered a mistake by written standards, as this is something we are taught to avoid when learning to write. However, in oral language this is an accepted form of speaking although it can be said to be distracting. Filler words are distracting and create clutter and detract from the message I am trying to communicate. AIKO removes some of these filler words but not all of them. I am interested to know why it has chosen to leave some in while removing others. My transcriptions also contain some repetitions, which again, are acceptable in an oral format as it can be used to ensure we have been clear, heard, or to reinforce the message. It may also be a reflection of the natural way we organize our thoughts. This however could be considered a mistake in written language as we are taught to be concise with our writing and repetition breaks that rule. This demonstrates the differences between oral and written communication, where spoken language is often less structured and more spontaneous, while written language requires clarity, organization, and precision.

What if you had “scripted” the story? What difference might that have made?

I believe that if I had scripted the story and then read the script out loud, the Apple transcription would contain fewer errors but still retain its lack of proper punctuation and structure due to its raw transcription. The AIKO version would have also been more improved, by written standards, as I would not have any filler words and would have revised my thinking during the scripting phase. A scripted version would be more structured, nuanced, detailed, and logical as I would have had more time to go back, revise, and edit my text prior to recording.

Additionally, scripting would have allowed me to use more precise vocabulary, avoid filler words, and improve logical flow between ideas. Unlike spontaneous speech, which often includes self-corrections and fragmented sentences, a script ensures that thoughts are well-organized and clearly conveyed. However, even with a script, Apple’s transcription would still lack punctuation and formatting, while AIKO would likely produce a more refined version due to the revised input.

In what ways does oral storytelling differ from written storytelling? 

Oral storytelling is raw and spontaneous, relying on human memory and real-time narration. There is a more natural, human, feeling from it. While a good storyteller could memorize and story, use various tones, cadence, gesture, facial expressions, and audience interaction to enhance their story. At its core, speaking is a more natural way of communicating. Written storytelling provides the opportunity for revisions, editing, adjustments, and time. It can be changed months or years after its been written, and thus takes on an immortalized form. Oral storytelling can only be heard live and in that moment in time, while written stories can be passed down thousands of years. oral storytelling captures the essence of a moment, while written storytelling immortalizes ideas beyond time, allowing them to be revisited indefinitely. In contrast, written stories are subject to infinite interpretations across different time periods, losing the immediacy and authenticity of oral narration.