Beyond the Keyboard: Implementing Speech Recognition Technology for Writing & Universal Design for Learning
Beyond the Keyboard: Implementing Speech Recognition Technology for Writing & Universal Design for Learning
Date
2020
Authors
Pennington, Jon D.
Contributor
Advisor
Menchaca, Michael P.
Department
Learning Design and Technology
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Abstract
Speech Recognition (SR), a rapidly emerging technology used to compose text with
voice, can provide some students with a writing tool more aligned with their strengths and
preferences than a keyboard, touch-screen or pen. Students can become more proficient writers
by selecting tools suited to their characteristics and learning to use those tools to produce
effective results. Students can use SR as part of learning the writing process, all the while
developing their skills as writers with that tool. Universal Design for Learning (UDL) is an
instructional design framework designed to help teachers to better understand their students and
proactively plan options and flexibility into lessons so that students can approach learning in
ways that align with their strengths and preferences. This dissertation is composed of three
papers that provide insight into how SR can be used to positively impact the writing experience
of both teachers and their students. The first paper presents a literature review of thirteen
empirical studies conducted between 1995 to 2018 on student use of SR for the writing process
in K-12 and higher education environments. The second paper takes the form of a practitioner-
based article with a call to action for teachers to integrate SR technology and UDL as part of
their teaching of the writing process. This paper is based on findings, implications, and
recommendations of the third and final paper presented by this dissertation. The third paper
presents a qualitative case study of three teachers who used a UDL-based instructional design
process to make pedagogical decisions about how using SR and other emerging technology tools
can overcome challenges that arise from student interaction with the traditional writing
curriculum. Findings from this third paper show how UDL provides a compelling context for
teachers to integrate emerging technologies like SR into their lessons to provide strength-based
learning experiences for students while also supporting their needs. This paper shows how UDL
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case study research can be conducted with the UDL Reporting Criteria (UDL RC), a set of
guidelines recently developed for researchers and practitioners interested in conducting research
and reporting on UDL implementation. Findings linking the three papers highlight the
importance of how SR can provide students with the means to improve the quality and fluency of
their writing. Findings also show that students can use SR as a writing tool while learning new
writing strategies in the same way they would use a keyboard or pen. This is crucial, since the
way in which a student completes a writing task can influence the outcome of success, and SR
provides students yet another way to learn how to write beyond using a keyboard or pencil and
paper. These findings may be used by teachers, parents, and students as they consider the
adoption of SR as part of the writing process. Studies on speech recognition are an emerging area
of educational research that has great potential for improving literacy.
Description
Keywords
Educational technology,
Educational psychology,
Learning Design,
Speech Recognition,
Universal Design for Learning,
Writing
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259 pages
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