Cristin-resultat-ID: 2046994
Sist endret: 30. august 2022, 09:18
NVI-rapporteringsår: 2022
Resultat
Vitenskapelig artikkel
2022

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

Bidragsytere:
  • Marianne Engen Matre

Tidsskrift

Nordisk tidsskrift for pedagogikk og kritikk
ISSN 2387-5739
e-ISSN 2387-5739
NVI-nivå 1

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2022
Publisert online: 2022
Volum: 8
Sider: 233 - 247
Open Access

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Beskrivelse Beskrivelse

Tittel

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

Sammendrag

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.

Bidragsytere

Marianne Engen Matre

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk ved Universitetet i Agder
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