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There are precedents where well known writers dictated their books. Winston Churchill, Alexander Dumas and Montaigne are said to have dictated their work to secretaries. The revising and editing of the work was done by hand after the dictation was typed out by the secretary. Even recent authors like Dan Brown are known to have used dictation software to write their books – saving money on secretaries. Stephen Hawking is a well known British theoretical physicist, cosmologist, and author who wrote a book called A Brief History of Time. He is almost entirely paralyzed and communicates through a speech generating device. Would his ideas in the book be any less valuable if you knew that he did not physically write a single word? So if dictation is good enough for Prime Ministers, and published authors why are we not using these tools regularly in the classroom if they are free? What skills do we feel students will miss out on? Why does this not translate down to students? State Testing?
What are your thoughts about online dictation tools? Are they finally robust enough to be used universally in classrooms?
If any of you are wondering if I typed this blog post or used an online dictation tool...does it matter?
FREE Web-based Dictation Speech Recognition Tools
- Online Dictation Speech Recognition
- Chrome Extension Simple Dictation
Here is how we use Online Dictation in the Pre-writing, Drafting process with some kids.
Other things to consider:
Pros for Online Web-based Dictation tools
- Allows us to model that speech can be written down and read back to you
- It can speed up the writing process.
- If you think verbally, you may lose good thoughts during the slow typing process.
- Typing becomes a non-issue for drafting writing pieces
- This strategy enables children from other cultures/languages to bring their different experiences into the classroom to share. Sharing dictations and then translating the dictation can enrich other students' experiences and allow the language barrier to be overcome.
Cons for Online Web-based Dictation tools
- Some people think visually ( writing, outlines ), rather than completely verbally ( speaking )
- Verbal communication is linear, where writing allows you to skip around. - - - - State writing tests are still paper and pencil
I have always preferred the written word, but being able to rapidly speak your thoughts and then be able to read them to tweak out a specific ideas is a wonderful tool. Though basic grammar and sentence structure would still need to be needed the ideas and thoughts a student has may more easily be brought out and worked upon with a speech recognition tools which is the main objective in a writing period. Any tool which can allow a student to advance their ideas and complete an assignment or better yet allow them to enjoy a process and not have it be a tedious chore can only help the student and teacher.
ReplyDeleteAs we move into a more technological world I think it is a great idea to introduce these types of tools into the classroom. No one style or method of teaching can possibly reach all the students so having alternate methods to get to the same endpoint can be very useful.
ReplyDeleteTo me, it all boils down to the two different forms of communication. Speaking orally to your friends or colleagues doesn’t give you the chance to refine your thoughts the way written communication does. So, with that philosophy in mind, if you speak your thoughts and they are recorded into your publishing software, you still have the options to “tweak” your thoughts before you share them.
ReplyDeleteI think dictation is a great tool for the inexperienced or “reluctant” writer. As the Coordinator for a university writing center, I have experienced many episodes in which students can tell me in great detail what they want to say in their writing; but, it’s hard for them to just sit at the computer and type it out. It’s as though their brain freezes when it comes to that part. After reading your posting, I am seriously considering using dictation as a non-threatening tool for them to at least get their pre-writing or rough draft together. Thanks for that idea!
At our office we have begun using that technology for everything from writing text messages and e-mails to doing our quantity estimating. I can see the benefits of helping kids turn their thoughts into writing assignments but it is also an opportunity to expose them to a technology they will benefit from in their careers.
ReplyDeleteThis is a very layered question! I believe that the online dictation tools opens up the process of writing for many struggling students. Students that struggle with typing, handwriting, or spelling now I have tool to easily and quickly get their ideas out. Which gives them access to the remaining steps in the process of writing. In this sense, it is a necessity for some students and I see a lot of benefits to using these tools.
ReplyDeleteAs students progress, I believe that they need to be responsible for more parts of the writing process. I don’t think any of us would want students to be dependent upon this for all of their work as they move towards adulthood.
I am excited about the use of dictation in the drafting portion of the writing process. I do work with students who have trouble with getting their ideas down on paper and who fuss a lot over getting the right words. Perhaps this would help them get started, so they could spend more time revising their writing later.
ReplyDeleteI’m just learning on-line dictation tools. So I don’t have an opinion, yet, about how well they work or how robust they are.. However, I think any tool that helps students get their ideas and thoughts into a format in which they can share with others is very worthwhile.
ReplyDeleteI think this is an invaluable tool. As a teacher who has always valued students’ ideas above their mechanical writing skills, I think there is nothing wrong and everything right about having students get their thought down first, then worry about revising. The appeal of texting is how little time it takes between thought and product. Same with this.
ReplyDeleteBy the way, Samuel Johnson, who published the first dictionary in the 18th century, dictated the words, definitions, and examples to a roomful of scribes! It’s about communication - not about writing vs. speaking.
My thoughts on dictation tools is like anything in the classroom, they absolutely have a value and a place. As teachers, we never hang our hats on just one thing as the end all be all, we are constantly finding new solutions to new challenges and problems to the benefit of our students. Online dictation is a solution to a problem that is reluctant writers and writers who might have OT issues. It gives them an avenue to share their ideas without having to always struggle with the writing itself. Do I think students should dictate everything, absolutely not, but can this be a jumping off point for many, yes. Do they still need to be aware of writing elements as they go back and edit, yes. They need to identify where to add more modifiers, conventions, grammar, etc for the piece to be quality work. They still have plenty of “written word” experience in the classroom, but this might allow us to see more from our students who struggle to compose on a larger scale. If the ideas are there, if the writing process is there, who is to say that this is negatively impacting any students? Part of life is also learning how to problem solve when we come up against a ‘brick wall.’ If students see this tool as something that will help them, and they actively seek it out to COMPLETE an assignment, that in itself is progress in my eyes. As we discussed with TPACK yesterday, this technology still needs content and pedagogy to be implemented successfully in any classroom.
ReplyDeleteI love the idea of online dictation tools! I see many potential applications - from drafting individual pieces to brainstorming and working on group projects. This will be especially exciting for those kids who claim that they “hate to write.” It takes the verbal rehearsal strategy to a whole new level. It also makes that blank page much less intimidating for those reluctant writers. I know, however, that this will not work for all kids. I personally prefer to type out my ideas because I am continually reworking my thoughts - even as I type. I need that physical connection to my writing. I believe that as these online dictation tools continue to be refined, this will definitely become the wave of the future. It will also save students a tremendous amount of time as they begin to get their ideas on paper.
ReplyDeleteI believe, like most of technology, it can serve as great support for some, but may not be the answer for others. If there is a tool that may help the student who struggles to get their ideas out be more productive and feel more confident in the work they produce, why not use it? I have used Online Dictation in my classroom and it worked well. They were able to get beyond the frustration of slow typing or reluctance to write with pen and paper. These students have great ideas, they just get stuck in the output stage. Online Dictation helped get their great ideas out in front of them and me! There was a lot of coaching and guidance in helping the student to reread their work and make the necessary corrections. However, I found that to be a great skill to learn as well as the initial writing assignment.
ReplyDeleteAs with any new tech tool in the classroom, many students who did not struggle with writing output through typing or writing, wanted to use it. It was very clear to see where this tool served as a distraction rather than support. I think it is important to recognize that all writers are different and need to do different things to communicate their thinking. My role as a teacher is to show them different ways to brainstorm, draft, edit, and publish their writing. Students are then expected to use the method that works best for them. Towards the middle of the year, I start to have a more hands-off approach and ask the students to use the tool from their toolbox that work best for them. Some will be writing in their notebooks, some typing, and some speaking into Online Dictator. We all get their a little different but end up with the same finished piece.
I believe, like most of technology, it can serve as great support for some, but may not be the answer for others. If there is a tool that may help the student who struggles to get their ideas out be more productive and feel more confident in the work they produce, why not use it? I have used Online Dictation in my classroom and it worked well. They were able to get beyond the frustration of slow typing or reluctance to write with pen and paper. These students have great ideas, they just get stuck in the output stage. Online Dication helped get their great ideas out in front of them and me! There was a lot of coaching and guidance in helping the student to reread their work and make the necessary corrections. However, I found that to be a great skill to learn as well as the initial writing assignment.
ReplyDeleteAs with any new tech tool in the classroom, many students who did not struggle with writing output through typing or writing, wanted to use it. It was very clear to see where this tool served as a distraction rather than support. I think it is important to recognize that all writers are different and need to do different things to communicate their thinking. My role as a teacher is to show them different ways to brainstorm, draft, edit, and publish their writing. Students are then expected to use the method that works best for them. Towards the middle of the year, I start to have a more hands-off approach and ask the students to use the tool from their toolbox that work best for them. Some will be writing in their notebooks, some typing, and some speaking into Online Dictator. We all get their a little different but end up with the same finished piece.
I love the idea of dictation tools...when they function properly :). In many cases, my guess is that these tools would be used for second language learners and/or students with special needs who may have a difficult time editing the dictation once it’s in a Google Doc. For example, the student may say something that the dictation device misconstrues as something else. Will they then have the capacity to make the appropriate corrections? Also, in looking at high stakes testing, and the inability to use technology, I wonder how these tools will impact the students’ overall scores...
ReplyDeleteOnline dictation tools would definitely benefit struggling students in my classroom. I will use whatever tools possible to help kids to become better writers or to want to write. On the other hand, I think there needs to be a balance as well. Students should learn to type. This is a valuable life skill. The still need to learn to edit their writing because the online dictation tools are not perfect. These tools will allow students to have a voice, to get their thoughts on “paper.” It’s similar to hearing the voices of quiet students during a cover-it-live session. It empowers kids to “speak” out and be heard.
ReplyDeleteWithin the classroom and a student’s educational career, there will be numerous assignments and projects requiring written components. When considering assistive technology such as dictation, I think it is most important to consider what is the outcome or learning goals I am trying to assess as a teacher. If the ultimate goal is to look for word choice, language, sentence fluency in a piece of writing; or if I am assessing the content a student has learned, then I don’t care if the piece was written with the help of dictation. I can still see their thinking, their words, their creation.
ReplyDeleteBut I believe this has to be balanced with either handwritten or typed pieces occasionally when I need to assess conventions or spelling. These skills are still part of our curriculum and they continue to be assessed. We still have to prepare students for forums where they will be required to handwrite, or even type without the assistance of dictation.
Within the classroom and a student’s educational career, there will be numerous assignments and projects requiring written components. When considering assistive technology such as dictation, I think it is most important to consider what is the outcome or learning goals I am trying to assess as a teacher. If the ultimate goal is to look for word choice, language, sentence fluency in a piece of writing; or if I am assessing the content a student has learned, then I don’t care if the piece was written with the help of dictation. I can still see their thinking, their words, their creation.
ReplyDeleteBut I believe this has to be balanced with either handwritten or typed pieces occasionally when I need to assess conventions or spelling. These skills are still part of our curriculum and they continue to be assessed. We still have to prepare students for forums where they will be required to handwrite, or even type without the assistance of dictation.
I believe that dictation is a useful tool, but I do not think online dictation is advanced enough to make it a required tool for students in a drafting phase of their writing. I have patience due to my maturity and career choice, but most students may not. I even found myself growing frustrated when a word did not fit the idea I was trying to convey. For a short response, online dictation is an easy edit and quite frankly a very beneficial activity if a student wishes to evolve their own speaking skills; however, I do not not believe drafting an essay in an online dictation environment is going to necessarily be “easier.” Not only must we consider students with speech impediments and/or disabilities, but also students who are reluctant to spend the time to dictate their writing followed by the editing process of adding in every punctuation mark, rewriting misheard words, etc. That may even make the process longer especially with a lengthy essay. Winston Churchill had a person scribing his thoughts, not a computer. I strongly believe in the power of sharing thoughts out loud before turning it into written work, especially if a student is struggling. It would be harder for me, however, to require the student to speak the entire thing. It may work better to speak, edit, speak again, and on a smaller writing scale (short responses, quick writes, thesis statements) versus full paragraphs and essays.
ReplyDeleteIn thinking about whether or not online dictation tools are okay to use in the classroom, I think it all depends on the student and his/her own learning preferences. This tool may not be right for everyone, but that does not mean it should not be available for use when needed. I have had students in my classroom that are very verbal learners. They tell wonderful stories when speaking, but when they are forced to write or type they can not transfer their thoughts down. How can these students get through an entire writing process when they write one sentence in a 40 minute period? If they use a dictation tool then the ideas and content are still their own, there is just a different path to get it down. We talk about preparing students for life after school. If they will be able to have access to these tools in life after school, then they should be able to use them and know how to use them.
ReplyDeleteI do not think that these dictation tools should be used all the time for those students though. There is still a time and place for the actual act of writing, whether that is with paper/pencil or typing, and students do need to know how to do this. The teacher needs to think of the purpose of the assignment and what the objectives and transfer goals are that the students need to gain.
I have not used online dictation tools in the past, so I don’t have anything to compare my experience to. I was not able to access Vocaroo and was frustrated when I wasn’t able to do so. I think my students’ frustrations would be even more heightened than mine. I thought that the online dictation was fairly accurate. I only had to change a few words. However, I had to leave the room to talk loud enough for the microphone to pick up my speech. I am not sure how to get around this in the classroom without sending them all over the building unsupervised. Maybe this wouldn’t be much of an issue for my students and their loud voices, though.
ReplyDeleteI have not used online dictation tools in the past, so I don’t have anything to compare my experience to. I was not able to access Vocaroo and was frustrated when I wasn’t able to do so. I think my students’ frustrations would be even more heightened than mine. I thought that the online dictation was fairly accurate. I only had to change a few words. However, I had to leave the room to talk loud enough for the microphone to pick up my speech. I am not sure how to get around this in the classroom without sending them all over the building unsupervised. Maybe this wouldn’t be much of an issue for my students and their loud voices, though.
ReplyDeleteI think that an online dictation tool could be very helpful for students who struggle to get their thoughts on paper, but the online dictation tool would have to be effective. After practicing with online dictation, I did not have a lot of success with accuracy. For the students I have had in my class, this inaccuracy might be more frustrating than just writing their thoughts down. The students would need a lot of support to begin using the tool in the most effective manner. I love the idea that the kids who struggle to get thoughts on paper will be able to show the great ideas they have.
ReplyDeleteI may be struggling with the use of dictation tools because they don’t work for me. I stop and start so much as a writer, and the speech recognition tools don’t allow for my indecisiveness. I'm a “crosser-outer.”. However, I am always considering the styles and perspectives of the students in my class, and I think that my role is to help writers find their voices and learn about what works best for their process. In my classroom, students are at the beginning of understanding so much about using technology to support their learning because they are eight. Although they are very comfortable with using computers and tablets, I think my role is helping them build efficacy with the tools that support their learning, and help match tech resources with their needs.
ReplyDeleteTeachers of younger writers build in a lot of oral rehearsal as part of their instruction. We understand that if you can’t say it, you can’t write it. We build that capacity for thinking, saying, and then writing as well as the stamina for this process that becomes automatic as people grow and learn. For some people, for a variety of reasons, the step between saying and writing causes such anxiety that there is a sort of paralysis. These students will need to know how to use a tool that helps them with this anxiety. I don’t want writers to think that the ideas are less valuable than the physical act of writing those ideas. What a tragedy that would be, and how many ideas would be missing from the world?
1) I’ve always been wary of online dictation tools. While I often see students that struggle with transcribing their thoughts to writing, especially because so many of them can be glitchy or cause more issues than they solve. I have also felt that the process of thinking and writing as a fluid task is a very valuable skill that may be hindered by such tools. After using our online dictation tool, I will say that my confidence in the technology has improved. I certainly think I’d use such a tool sparingly, and only for smaller writing assignments. I can see using it for struggling students as a scaffolding tool in their writing, especially those that are more auditory communicators. I can also see this tool useful for presentation practice since students must articulate and project their words for the tools to clearly identify their speech. In that particular case, I think such tools can be helpful across all grade levels.
ReplyDelete2) I find online dictation tools as supportive and efficiency technologies. Online dictation tools can be used to aid students in the writing process, but considering the educational forum, I don’t think I’d want it to replace the process unless it was simply for efficiency’s sake. If students were giving responses to a prompt that was simply to stimulate conversation, then I could see using it. If the emphasis was on a different part of the writing process, such as editing or content, I can see having students use this technology to speed up the process. In the case of the blog post, I don’t think in such a forum it is particularly important how the information was transcribed; but, again, this is based on the particular writing assignment.
Because I am such a verbal processor, online dictation and audio comments appeal to me. I am sure some students would feel the same. I like Online Dictation for brainstorming, formulating ideas and even groups collaborating on topics. This tool is great to present as one option for pre-writing.
ReplyDeleteI love the Audio Comments feature on Google Docs for providing feedback on essays! Such a time saver for me and students are better able to understand the feedback.
I love the idea of online dictation. Storytelling is the art of writing. Just ask Patricia Polako. I even think that the editing work needed to take a dictated story through the writing process will show evidence of conventions and grammar. Being able to cut and paste to reorganize can help the rambler like me with organization. The success for students seeing themselves as a writer, building the storytelling and editing skills are great.
ReplyDeleteI do worry about only using online dictation since that tool won't always be accessible. Students will need to spend some time writing with pencil and paper as well as typing. I haven't figured out when and how best to do this. Another concern is can a third grader use the tool effectively.
I look forward to working with these tools and finding some answers to these concerns.
I love that fact that technology allows people the opportunity to storytell. Storytelling is the art behind writing. Patricia Polacco is a superb storyteller that has reading and writing issues. All the editing work needed after the dictation will help the author with conventions and grammar. Organization can be easily addressed with cutting and pasting. I’m excited to try this technology with anxious and reluctant writers.
ReplyDeleteI’m concerned with how easily students will be able to use the technology and how well the computer will translate what they say. I also struggle with the fact that this technology isn’t always acceptable. Therefore students will still need to write with paper and pencil and or type. How to balance these is still a question I have.
I look forward to the journey of exploring these issues with the class and my peers to discover some of the answers to my concerns.
Although I have yet to do this, I like the idea of being able to use online dictation tools in the classroom to help those students who are struggling with getting their ideas on paper. As an instructor, I can see how the use of these tools can help me to more easily identify a student’s next steps when it comes to ideas and content.
ReplyDeleteI guess that I would consider this tool a form of support that would, hopefully, be relied on infrequently for universal students. It is difficult for me to let go of the idea that students still need to be able to communicate in writing without it, not because of concerns about performance on standardized testing, but because access to these tools can be unreliable. When I cannot predict what skills students will need in ten or twenty years, I feel uncomfortable about them becoming too reliant on any one tool to communicate in writing.
I see how this dictation can help many people and become a great tool. In the blog, they referenced several important people in history that have used dictation. These people are obviously influential and still well known to this day. So it can’t be that bad right? However, I am not sure if dictation is used as the sole tool to help students with writing if it would enable them to create “good” writing. Many of the famous people referenced in the blog were adults. I don’t see anywhere any information on students learning to write this way. From how I am interpreting it, these adults used dictation for speed and convenience, but had a previous knowledge of the writing experience with pencil and paper. I think that if this is used simply as a tool for students that struggle with getting their thoughts down on paper, it can be an excellent tool for me to incorporate into my classroom.
ReplyDeleteOnline dictation tools can be very useful during drafting. Many of my students who struggle with writing have the most trouble and use lots of time during the drafting phase because they have trouble getting their thoughts on paper. Recording tools can help them with the mechanics and expedite this process. I am excited to try this out with my 3rd graders this year!
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