Speech Recognition Technology for Writing: Usage Patterns and Perceptions of Students with High Incidence Disabilities

Ok, Min Wook; Rao, Kavita; Pennington, Jon; Ulloa, Paula

doi:10.1177/0162643420979929

Cited by 21 publications

(19 citation statements)

References 24 publications

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“…Both classroom observations and teacher interviews revealed that pupils were embarrassed to use STT in a whole-class environment, and teachers encouraged pupils to find remote locations. These findings are consistent with another exploratory study by Ok et al (2020) on the use of STT for writing activities among pupils with high-incidence disabilities. In that study, teacher-reported challenges included finding the right environment (e.g., a quiet place), pupil distractions, improper use, as well as resistance and anxiety among pupils surrounding STT use.…”

Section: Discussionsupporting

confidence: 92%

“…Speech-to-text technology (STT) has traditionally been seen as an assistive technology designed specifically for pupils with learning difficulties (MacArthur, 2009). STT converts spoken language to written text and has been available since the early 1990s as an assistive technology for pupils with a documented need through licensed software, such as Dragon Speak and IBM Voice Type (Ok et al, 2020). Speech recognition has radically improved since the earliest versions of STT software, providing improved accuracy and transcription of continuous speech (MacArthur, 2009).…”

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confidence: 99%

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Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

Matre

2022

NTPK

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Speech-to-text (STT) technology enables pupils to write using their voice. This qualitative study explores six teachers' experiences with introducing STT technology in a whole-class environment at a Norwegian lower secondary school. The aim was to explore the benefits and challenges of using STT as an inclusive approach for writing instruction in lower secondary education. The teachers in the study stated that most of their pupils found STT useful when beginning longer writing assignments (for example, as an aid for brainstorming and drafting) and producing texts in foreign languages. Reported challenges were pupils distracting each other, inaccuracy of the technology, improper use, and pupils whispering because they were too embarrassed to speak out loud. The teachers' views were initially consistent with a broad definition of inclusion, as they saw the educational opportunities of introducing STT to the whole class. However, after implementation they were concerned with structural challenges, including formal assessment of writing and individual adaptation of the curricula, which suggests a narrow interpretation of inclusion.

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Section: Discussionsupporting

confidence: 92%

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confidence: 99%

Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

Matre

2022

NTPK

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“…Waveform splicing and synthesis: The speech information to be synthesized is segmented into a large number of different speech information elements and stored in digital form. During synthesis, appropriate speech information elements are selected for splicing according to the specific content and requirements, so as to form the required speech information [34].…”

Section: Advances In Multimediamentioning

confidence: 99%

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Gong

2022

Advances in Multimedia

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With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.

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“…The special education teachers stated that they observed progress having been made in the students' academic skills (Badilla-Quintana et al, 2020;Eldeniz Çetin & Geçal, 2017;Sola Özgüç & Cavkaytar, 2016) such as in their mathematical skills (Xin et al, 2017), reading skills (Cheek et al, 2022;Ronimus et al, 2019), writing skills (Ok et al, 2022), and comprehension skills, hand-eye coordination skills (Eldeniz Çetin & Geçal, 2017), language skills (Eldeniz Çetin & Geçal, 2017;Gerakis & Volioti, 2022), and learning skills (Hasselbring & Williams-Glaser, 2000) with the help of the instructional materials developed by the preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Preservice Teachers Computer-based Instructional Materials by Special Education Teachers

Arslan-Ari

BAŞER

2022

akef

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This study aims to investigate the successes and challenges of implementing instructional materials that preservice special education teachers developed for students with disabilities in a rehabilitation center using Web 2.0 tools through an instructional design project as part of a technology integration course. For this project, preservice teachers collaboratively developed instructional materials to meet the needs of the student assigned to their group and implemented them with the student. After the implementation, the success and challenges of the materials were evaluated by 12 special education teachers of the students through structured interviews. The interviews were analyzed using inductive analysis. Analysis results indicated that the vast majority of the materials were found to be successful in terms of the teaching strategies applied within the materials, the appropriateness of the instructional materials, and the opportunities that the materials provided in practice. Most of the teachers claimed that the instructional materials contributed to the students’ learning and skill development even after the one-shot implementation. According to the special education teachers, eight groups experienced no difficulties during the implementation, whilst eight groups faced several challenges due to student-related issues and the infrastructure. They also proposed suggestions to improve the instructional materials and their implementations. The results of this study is valuable as the current literature lacks studies reporting materials’ success from the teachers’ perspective.

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Speech Recognition Technology for Writing: Usage Patterns and Perceptions of Students with High Incidence Disabilities

Cited by 21 publications

References 24 publications

Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Evaluation of Preservice Teachers Computer-based Instructional Materials by Special Education Teachers

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