The forthcoming discussion is focused upon a chosen ‘AT’, famously known as Dragon NaturallySpeaking®, developed by Nuance.
Dragon® is a voice recognition, dictation software which converts the spoken word into typed text, through the use of a microphone. All users are required in the introductory stage to read short passages, in order for the software to effectively respond to the user’s voice. Use the video below to gain a greater understanding of how Dragon® works:
Now that the software has been introduced, we will consider the potential implications the software can have for its users. As there are numerous users of the software, who have diverse barriers to learning, we will consider the impact of the dictation technology on various users.
Forgrave’s (2010) study upon the use of dictation technology has been crucial to understand the potential that Dragon NaturallySpeaking® can contribute to the learning and teaching process of it’s users. Forgrave (2010, p.125) asserts that ‘for students whose oral communication skills are far superior to their writing abilities, voice recognition has great potential’. Therefore, it is crucial to understand that dictation technology, when operated and integrated into the pedagogy effectively, can have the potential to support not only those with writing difficulties, but also learners whose academic work is bettered when produced orally, as opposed to a written piece of work. Thus. by reviewing Forgrave’s (2010) comment, we can understand how STT software’s, such as Dragon NaturallySpeaking®, have the potential to enhance the learning process of students, not with one specific, labelled or identified educational disability, but those simply with ‘writing difficulties’.
Speech-to-text software’s ultimately can assist learners, encourage independence and allow them to dictate their ideas instead of finding difficulty in writing their work. After an exploration of existing studies (Higgins and Raskind 1999; MacArthur and Cavalier, 2004; Quinlan, 2004, Higgins and Raskind, 2004) and wider research, suggests that the use of STT software, and in particular Dragon NaturallySpeaking®, can effectively assist and enhance the learning process of learners with various barriers to education.
For example, Higgins and Raskind (1999) have developed numerous studies which are instrumental to academics exploring the extent to which dictation technology can support the learning process of its users. Many of Higgins and Raskind’s (1999; 2004) studies, predominantly focus on the impact that STT software’s can have upon the learning process of students with Dyslexia, or more generally ‘students with severe reading and spelling deficits’ (Higgins and Raskind, 2004, p.385). Despite being a somewhat dated study, their work concludes that for students’ with ‘severe reading and spelling deficits…the [assistive] programmes reduced deficits in word recognition, reading comprehensions, nonword reading and phonological elision [and] also led to an increase in rapid letter naming and sight-word reading’ (ibid, p.385). Thus, Higgins and Raskind’s (2004) study illuminated the astounding potential and support that dictation technology can contribute to the learning process of students, whose barriers to learning are the learners who find difficulty in spelling and reading.
It is crucial to recognise the somewhat ‘general’ focus of Higgins and Raskind’s (2004) study, who explored the impact of the digital technology on ‘students with reading and spelling problems’ (ibid, p.385). This highlights that the academics appreciate the diversity of learners and their individual barriers to education – without focusing on a specific ‘medical’ label of disability or learning difficulty.
According to Nuance®, their latest version of Dragon NaturallySpeaking® is able to ‘create written documents three times as fast as typing, because Dragon® can understand you normal speaking speed’ (Nuance.com, 2019). Additionally, Dragon NaturallySpeaking® has a ‘99% accuracy in turning the spoken word into editable text’ (Nuance.com, 2019). Many previous studies have highlighted that earlier models of ‘STT’ software’s, including older versions of Dragon NaturallySpeaking®, are not completely accurate in correctly transcribing its users spoken word (Higgins and Raskind, 1999; MacArthur and Cavalier, 2004; Higgins and Raskind, 2004; Forgrave, 2010; Arcon, 2015).
However, as time has elapsed, the growth of accuracy rate has increased dramatically (Arcon, 2015). Many academics emphasise that a lower accuracy rate has often reduced the learning process for students rather than enhancing the learning process, especially for users who have reading difficulties such as dyslexia. This is because ‘STT’ software’s with low accuracy, require users to go through the transcribed document and search for spelling mistakes or any other inaccuracies, which for some users contradicts the initial reasons of using the dictation technology. Thus, it is crucial for any ‘STT’ software to have a high accuracy rate to ensure that the software has the highest potential to support learners in overcoming their barriers to learning, because ‘even hat may appear to be the most transformat[ive] technology, can end up limiting the choice and opportunities that some individuals posses’ (Selwyn, 2011, p.9).
Without reviewing Higgins and Raskind’s (2004) study, we would be inclined to perceive that when a speech-to-text software is not 100% accurate, it is an ineffective ‘AT’, that could arguably reduce the learning process of its users, However, it is crucial to consider that if a ‘STT’ has a slightly reduced accuracy, then there would likely be a greater need for monitoring and supervision by classroom assistants or teachers. However, with a lower accuracy rate, the ‘AT’ can potentially support the education process of its users because students can develop ‘reading skills and [the] significance of spelling’ (Higgins and Raskind, 2004, p.385). Moreover, Higgins and Raskind (2004, p.385) discovered that speech-to-text software’s, such as Dragon NaturallySpeaking® may also enhance the personal experience of its users, as they state:
‘there were also social and psychological benefits for the participants in utilising peer-tutoring. Learners were offered additional help with reading and spelling deficits’
(Higgins & Raskind, 2004, p.385)
To conclude, it is evident that speech-to-text software’s, such as Dragon NaturallySpeaking®, have great potential to effectively contribute to the educational process of learners, especially those with diverse barriers to learning. We can recognise the constructivist assumptions that befittingly correlate to how the AT changes the teaching process, as ‘the role of the educator [of this paradigm] is to provide the tools with which, the techniques through which and the contexts in which this process can effectively take place’ (Dornan, 1999, p.22). Furthermore, despite few limitations such as accuracy rating, which may reduce the learning processes for students who struggle with comprehending and examining written text, the ‘AT’ compensates for this limitation by providing opportunities for communication and collaboration with teachers to overcome the accuracy deficit of the ‘AT’. Overall, speech-to-text software’s, such as Dragon NaturallySpeaking®, have the potential to engage users in dictating their ideas independently and to write with greater accuracy for those learners who struggle with written communication or learning difficulties that cause problems with writing, reading and spelling.
‘Educators need to understand how the increased use of assistive technology in the educational environment, can empower students…to work more independently and to complete assignment that verify their true strengths and abilities’
(Forgrave, 2010, P.126).
THE DRAGON IN THE CLASSROOM 