ETEC 540

I began this activity by first watching the YouTube video provided. The task looked simple, but it was much more challenging than expected. I quickly realized that since I was carving out letters and not images, my letters had to be mirrored, complicating the task. Because I don’t regularly write words in reverse, I decided to make a template on paper and then trace the letters by poking holes with a pin into the potato. However, this method didn’t work as the holes were too small to see.

Furthermore, the size of my potato was smaller than I had hoped, making it hard to fit a five-letter word. The letters couldn’t be too small, or carving them would be too difficult and delicate, as the letters could break off. After cutting my potato in half, I realized that cutting it lengthwise would have provided more surface area negating my problem of fitting my word onto the potato.

After completing my first carving, I learned that the type of font also made a significant difference. My second carving was much easier after I decided to fit each letter into a square, which allowed me to space out the letters more evenly. The entire process, including planning and carving, took about an hour.

Making an exact replica was challenging on my first try. If I had bought more potatoes, I believe my carvings would have become more accurate with practice, allowing me to refine my technique. I decided to carve out “NAOMI,” my daughter’s name. The letters without curves (N, A, M, I) were much easier to carve, while letters needing a hollow middle (A, O) were more challenging.

After completing the task, I have a greater appreciation for the mechanization of writing because of its quickness and efficiency. Let’s just say I’m glad I don’t have to chisel this reflection onto a stone tablet.

My unscripted story.

Testing testing this morning I woke up and instead of sleeping in I decided to work on this task speech to text before I start my day I currently have a couple minutes or maybe more than that before my daughter wakes up from her sleep and therefore I thought this would be a good time to work on this assignment I am using speech notes which was one of the applications that was given through the a through the course this is my first time using a speech to text program even though I know that this technology has been around for a while I have heard many educators using this to write comments or four marking assignments or for doing report cards I am finding it difficult thinking about what to say for this assignment so I think one of the easiest topics to talk about right now for myself is to talk about my oldest daughter Naomi she very much looks like me but her personality is extremely different as I watch her grow she is very different from what I think I was like as a child she is very outgoing she is not afraid of crowds or an audience for example last Mother’s Day at our church she had no problem going in front of the club the church along with other children who are older than her to perform a Mother’s Day song she cannot read nor does she know the words of the song but she joined the group and instead of singing she danced the whole time for myself as I remember my childhood I hated being in front of people and I also remember one time as a child when I was at church they would have an opportunity for children to sing a song in front of the congregation before they went off to Sunday school and they would do this routinely every Sunday and I remember crying and holding onto my parents whenever this occurred as I did not want to be in front of the congregation singing with the other children of the church my daughter loves to watch Bluey it is her favorite show it is only one of two shows that she currently watches whenever she has screen time as this is her favorite show a lot of what she says and does come from what she sees from that show for example they are dances that Bluey does on the show and she loves to copy the dances and a lot of the scenarios that happened she likes to reenact them throughout the day today she is super excited As all week she has been looking forward to being a flower girl for my brother-in-law because she saw an episode of Bluey where she what is a flower girl and because of that she cannot wait to be a flower girl later today and she loves weddings because weddings tend to have music and when there is music my daughter loves to dance and she I would always say I am a ballerina and dance and spin and twirl and I think it’s the cutest thing and as a father really brings joy into my life seeing her find happiness and dance oK I think that is roughly 5 minutes of talking so I will end this dictation

How does the text deviate from the conventions of written English?

The text contains numerous grammatical errors, including a lack of punctuation and capitalization, making it difficult to read and understand. Additionally, it suffers from run-on sentences and lacks proper paragraph structure. The inconsistent formatting contributes to a disorganized appearance. Moreover, the text lacks clarity and cohesion because I wasn’t prepared with what to say and spoke whatever came to mind due to the five-minute time constraint. If this had been a writing exercise, I would have been able to pause and think about what to write, thereby creating better cohesion and effectively communicating my thoughts.

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

As mentioned earlier, many conventions of writing are missing from the text. However, the spelling of words is accurate, and it mainly correctly transcribed everything I said. It recognized that “Mother’s Day” is supposed to be capitalized and it also capitalized names. It mistook me saying “for” and instead wrote “four”

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

Most of the mistakes in the text are related to punctuation, such as not placing a period at the end of a sentence. This significantly impacts the readability and clarity of the text. I acknowledge that I might be at fault, as I may not know all the rules for using speech-to-text software effectively. For instance, I may have been expected to say specific commands like “period” or “end of sentence” to indicate to the software that it should insert a period at the appropriate places. This would ensure that the text is punctuated correctly, making it easier to read and understand.

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

If I had scripted the story, I would have been able to organize my thoughts and create a more cohesive narrative. As I spoke, I often found myself repeating or correcting myself. Additionally, if there were rules I was missing when using the speech-to-text software, I could have included those commands in my script to help me remember to say them, thereby improving the punctuation and overall quality of the text.

Therefore understanding and utilizing the correct commands for speech-to-text software is crucial for producing well-structured and grammatically correct text. Without this knowledge, the software may not accurately reflect the natural pauses and sentence boundaries in spoken language, leading to long, run-on sentences that are difficult to follow. Therefore, it’s important to familiarize oneself with the specific functionalities and commands of the speech-to-text tool being used to maximize its effectiveness and produce high-quality written content.

In what ways does oral storytelling differ from written storytelling? 

Oral storytelling relies on the spoken word, utilizing voice inflection, tone, gestures, and facial expressions to convey meaning and emotion. It possesses the unique ability to adapt and evolve with each telling, depending on factors such as the audience, the context, or the storyteller’s mood. For instance, when a couple recounts the story of how they met, the details may vary slightly with each retelling, with certain elements emphasized or omitted altogether.

In contrast, written storytelling is fixed and permanent, lacking the fluidity of oral storytelling. Once written, the story remains unchanged, preserving its narrative structure and wording indefinitely. Written stories can be recorded in books or digital formats, making them easier to share and pass on to others.

Oral stories rely on memory and oral traditions for transmission from one generation to the next. They are often deeply rooted in cultural heritage, with stories passed down through generations by elders and community members. For example, the stories shared by First Nation educators in my classroom are oral traditions that have been preserved and passed on through oral storytelling practices.

My name is Warren Wong, and I am an intermediate teacher in my fourth year teaching in District 41. Born and raised in the beautiful city of Vancouver, I am currently taking my seventh course in the MET program. I took a short hiatus last term to welcome our second daughter, Eliana, into the world. Now that she is a couple of months old and with summer break approaching, I am jumping back into the program and plan to finish by the end of this year.

The items in my bag can be considered “texts” that convey various aspects of my identity, the places I inhabit, the cultures I engage with, and the activities I participate in. These items reflect the two significant parts of my life: my role as an educator and my role as a parent. Both roles began simultaneously in 2020, marking the start of an incredible journey as both a father and an educator.

As an educator, certain items are indispensable to my daily routine. My wallet, containing my ID and credit/debit cards, represents my integration into professional and social systems. The keys, which include a FOB for work, the photocopying machine, and keys to my classroom, symbolize my professional responsibilities and the importance of security and organization in my role. My MacBook is central to my work, representing my reliance on digital tools for teaching, planning, and communication, and underscoring the significance of technology in modern education—one reason why I am in this program.

In my role as a parent, other items in my bag speak to my readiness to care for my children and the lessons I’ve learned from past mishaps. Tissues are mainly for my oldest daughter’s allergies. Hair ties are kept handy because my daughter frequently loses hers, and as someone who has always had short hair, I’ve realized how easy it is for food to get into long hair if not tied back. I learned the hard way to never leave home without an emergency diaper. I try to have a proactive approach to parenting; therefore, I always keep snacks with me because a hungry child is a cranky child. A water bottle reminds me to drink more water as I try to model healthy habits for my children.

Considering the title of the course, the “text technologies” in my bag include my MacBook, phone, and pen. These items reveal significant insights into how I engage with language and communication in both my professional and personal life.

As a teacher, the MacBook is my primary tool for communication and is central to my teaching practice. It allows me to create lesson plans, communicate with students and colleagues via email and presentations, and access resources.

My phone serves as a versatile communication tool, allowing me to text with my wife and receive updates and photos of my children. It also provides quick access to information and resources. The phone’s role in my daily life highlights the importance of real-time, portable communication and my engagement with various digital platforms to stay informed and connected.

The pen is a fundamental text technology that supports traditional forms of written communication. It is indispensable for taking notes, grading assignments, and facilitating creative activities with my students.

[06:43] “Just because people talk differently, doesn’t necessarily mean they think differently, because it could be that everyone pays attention to all the same things, everyone remembers all the same things but just chooses different elements to talk about.”

After hearing this, I was reminded of a Sunday school class where we learned about the word ‘love’ and how Greek has many words to express different types of love. The three that stand out to me are: Agape, which is often defined as unconditional, sacrificial love; Eros, which refers to physical love or sexual desire; and Philia, which denotes affectionate, platonic love.

This distinction in Greek underscores how different cultures conceptualize and express emotions. In English, however, we use a single word, ‘love,’ to encompass a wide range of feelings and relationships. Despite this linguistic limitation, I don’t believe it fundamentally alters how we perceive and understand love. When I say I love my daughter, the context and the depth of emotion are clear, just as when I say I love hamburgers, the casual, less intense affection is understood. The richness of our experiences and the context in which we use the word allow us to convey these different kinds of love without needing multiple words.

This suggests that while language shapes our expression of thoughts and feelings, it does not entirely define them. Cultural context and personal experiences play significant roles in how we interpret and understand these expressions. Thus, even with a single word for ‘love’ in English, we can still navigate the complexities of this emotion effectively.

[10:28] Dr. Boroditsky says “Do people who speak different languages think differently?”

I found this question very interesting. I believe language is closely tied to a person’s culture. For example, the Japanese language is deeply rooted in Japanese culture, and it is culture, rather than language, that influences different ways of thinking.

I’ve recently been watching the television series Shogun, which provides a vivid illustration of these cultural differences. Throughout the series, many instances highlight how Japanese thinking differs significantly from that of the European characters. One striking example is the concept of Seppuku, a form of ritual suicide considered honourable in Japanese culture. This act is rooted in a complex system of values emphasizing honour, duty, and the collective over the individual.

The question arises: if someone learned to speak Japanese but did not grow up within Japanese culture, would they also view Seppuku as honourable? I think the answer lies in the deep interconnection between language and culture. Language is not just a tool for communication but a vessel carrying the values, beliefs, and norms of a culture.

For someone to truly understand the concept of Seppuku and view it as honourable, they would need to be immersed in the cultural context that gives this practice its meaning. Simply speaking the language might not be enough. Cultural upbringing shapes how individuals interpret concepts and behaviors. Without experiencing the social and cultural context of Japan, an individual might understand the literal meaning of Seppuku but not internalize its significance as an honorable act.

This ties into a broader understanding of how language and culture interplay. Language provides the framework for expressing cultural values, but it is the lived experience within a culture that ingrains these values in individuals. Learning a language can offer insights into a different worldview, but deep cultural understanding often requires more than linguistic proficiency—it demands immersion and experience within that culture. Dr. Boroditsky’s example of the Aboriginal community of Pormpuraaw, whose members can precisely point southeast without hesitation, illustrates the deep connection between language and culture. This ability is not just a linguistic skill but is deeply rooted in their cultural practices and worldview.

[18:28] “When you teach people to talk a new way, you’re teaching them to think a new way as well. That tells us that language has this causal power, you can change how people think by changing how they talk.”

I think this quote is important because, as a Canadian educator working towards truth and reconciliation, I strive to teach my students about Canada’s past mistreatment towards Indigenous people. It highlights how settlers attempted to change Indigenous ways of thinking by forcing them to learn English in residential schools. It also underscores the significance of Indigenous communities reclaiming their languages and sharing them with younger generations, thereby preserving their cultural identity and reshaping their worldview.

[20:10] Dr. Boroditsky discusses how certain languages assign grammatical gender to nouns, a topic I find particularly intriguing as an educator committed to promoting inclusivity. This raises an important question: are gendered languages associated with gender inequality?

She gives examples of languages that involve categorizing nouns as masculine or feminine and these structures can influence how speakers perceive and interact with the world. Research suggests that the way gender is embedded in language can affect cognitive processes, potentially reinforcing gender stereotypes and biases.

For example, in languages with grammatical gender, people might unconsciously associate certain attributes with masculine or feminine qualities based on the gender of the noun. This can perpetuate traditional gender roles and influence how individuals perceive the capabilities and characteristics of men and women. In educational settings, such linguistic influences can shape students’ attitudes and expectations about gender, potentially limiting their aspirations and reinforcing inequality.

As we strive for greater inclusivity, it’s essential to examine how language influences thought and behavior. While grammatical gender is a linguistic feature and not inherently discriminatory, its impact on societal attitudes towards gender must be acknowledged. In contexts where gendered language may reinforce stereotypes, educators and policymakers can take steps to promote more inclusive language use.

[29:36] Dr. Boroditsky discusses how English does not strongly distinguish between accidents and intentional actions, and whether this affects how people remember or witness events. This observation is important because human memory is inherently selective, and the language we speak can shape what we remember. This has significant implications, especially in contexts like the legal system, where accurate recollection of events is crucial.

In languages that do distinguish more clearly between accidental and intentional actions, speakers might develop a sharper awareness of the causes and intentions behind actions. For example, in Spanish, there are distinct ways to describe accidental versus intentional events, which might make Spanish speakers more attuned to the differences in these contexts. In English, however, the same event might be described with less emphasis on intent, potentially leading to different patterns of memory and recall.

This linguistic influence on memory becomes particularly relevant in legal settings, where the details of an event, such as whether an action was accidental or intentional, can be pivotal. Witnesses’ testimonies can be influenced by how questions are framed. For instance, asking, “Did you see him break the vase?” versus “Did you see the vase get broken?” might lead to different recollections of the event, emphasizing the action versus the outcome.

The way questions are posed can subtly guide witnesses toward recalling certain details over others, which can affect the accuracy of their testimony. This phenomenon underscores the need for legal professionals to be aware of the potential biases introduced by language. It also highlights the importance of precise and neutral questioning techniques to avoid inadvertently shaping witnesses’ memories.

Moreover, understanding the relationship between language and memory can inform the training of legal professionals. By recognizing how different linguistic structures might influence perception and recall, lawyers, judges, and jurors can better assess the reliability of witness testimonies. This knowledge can also support the development of guidelines and practices that minimize the impact of linguistic biases on the judicial process.

[34:00] Dr. Boroditsky discusses numbers in this section of the video, and when she showed an image of the body system for counting from Papua New Guinea, it reminded me of my experience in China. I was initially confused by certain hand gestures when using English and trying to buy something. I later learned that in China, they use different hand gestures for counting than what I grew up with in Canada.

In Canada, I learned to use all ten fingers to count, but in China, they use only one hand to count to ten, as shown in the picture below. This method developed because the other hand is often occupied, making it easier to gesture a number with one hand while the other might be holding a grocery bag or a child. This experience highlighted for me how cultural practices shape even the most basic aspects of our daily lives, like counting.