Category: EdTech Inquiry

For our last Edtech Group Inquiry Blog we discuss the outcomes of this project. We discuss the shortcuts we studied, why we were interested in this topic, the pros and cons to these shortcuts, and a quote that we thought was very powerful. 

The shortcuts we researched:

• Spell Check -function that allows users to scan a document for words that have been manipulated
• Talk to text -(aka: voice recognition technology) -tool that takes audio content and transcribes it into written words.
• Text to talk -assistive technology that reads digital text aloud.

Firstly we were interested in this topic because: 

• We wanted to learn how to prevent student’s dependency on technology shortcuts.
• Does the use of autocorrect and spell check prevent students from learning valuable grammar skills?
• We wanted to know If students reach a competent level of literacy and grammar skills, will they diminish with the increased use of shortcut tools?

The pros to including these shortcuts in the classroom:

• Can help students with learning disabilities
• Students can focus on getting ideas down without worrying about editing
• Poor or limited motor skills
• Vision impairments
• Limited English Language 

The cons to having these shortcuts in classrooms: 

• takes away from the students’ learning 
• students stop thinking about the little details of their grammar and spelling
• students rely on these shortcuts   
• if you don’t know it, when there is a list of possible correct options given, you don’t know which one to choose.

A quote that we thought was very powerful is: 

“Technology can amplify great teaching, but great technology cannot replace poor teaching” 

(Glowacki, 2015)

Overall, we think this project was very interesting and important to keep in mind in our future classrooms.

For this week’s blog we decided to do an individual reflection on if we will include these technology shortcuts into our future classrooms. From the research we have done on the pros and cons of these shortcuts, there is a lot to consider before including them in a classroom. I believe the most important factor to consider before deciding would be the age of your students. I personally want to teach kindergarten to grade 2; therefore, I would not include these shortcuts into my classroom because this is the stage where they need to learn the basic literacy skills. Including these shortcuts could have a large negative effect on their learning process. On the other hand, if I was teaching in an older classroom like grade 6, I would most likely include these shortcuts with limits to enhance the students literacy skills as these students already have literacy skills.

For this week’s blog, we have decided to discuss and research the cons to have technology shortcuts in the classroom. During our group discussion…

• takes away from the students’ learning 
• students stop thinking about the little details of their grammar and spelling
• students rely on these shortcuts   
• if you don’t know it, when there is a list of possible correct options given, you don’t know which one to choose.

Following our group discussion, we researched a couple of articles and found the following quotes: 

• “In using e-mail or word-processing software, we become less proficient proofreaders when we know that a spell-checker is at work” (Nordquist, 2019). 

• “Typically, if you have misspelled a word the spellchecker will offer a list of alternatives. Unless your initial attempt is reasonably close to the correct spelling, you are unlikely to be offered sensible alternatives, and, even if you are, you have to be able to make sense of what is on offer” (Nordquist, 2019). 
• “By middle school and high school, students start saying things like “I don’t have to spend time on this because I can ask Siri,” Gardner said. “I’m even guilty of it. I use Grammarly. … We’re less likely to self-monitor our spelling because we know the computer will do it for us” (Denn, 2019). 

Based on our findings from these articles, we have found that there is good reason to be cautious about the amount these tools are used in the classroom. There are those students who need the support of these tools, however, it’s still important for them to learn basic literacy skills.  In younger grades, there is no need to utilizing these tools because this is the time when students should really be learning these skills. As students get older, and have a strong understanding of grammar, spelling, and reading, then they can begin to use short-cut tools to enhance their writing, however, it is important that they do not come to rely on these tools.

 Articles we used in this blog: 

https://www.thoughtco.com/spellchecker-1692122

https://www.washingtonpost.com/lifestyle/2019/01/29/era-spellcheck-autocorrect-does-it-matter-that-my-son-cant-spell/

For this week’s blog we have decided to discuss the article “Technology in the Classroom no Shortcut to Success: OECD Report” from CBC News referring to the inclusion of technology in the classroom. This article states that technology is constantly growing and becoming more heavily relied on, therefore, technology should not be eliminated from the classroom. Instead technology should have limits. We strongly agree with this statement based on our previous research of the benefits of having technology shortcuts in the classroom in which we learned how technology should not take away the teaching in the classroom. This is stated perfectly in the quote: “technology can amplify great teaching, but great technology cannot replace poor teaching” (Glowacki, 2015). For example technology can help students’ grammar but cannot teach students how to spell. This article states that students who use technology more frequently have lower performances. The article also states that “when students use word processors instead of writing by hand, they write more and their writing skills are notably better” (Glowacki, 2015). However, nothing can replace a solid foundation in literacy skills.  Research is supporting our thoughts of how though there are some positive benefits of shortcut tools, it is important to ensure students learn necessary literacy skills before utilizing the technology.  If these skills are not in place before students begin using shortcut tools, then the tools become more of a detriment to learning rather than a support. 

In next week’s blog we will discuss some of the negatives of utilizing technology shortcuts in the classroom. 

This is the link for the article: 

https://www.cbc.ca/news/canada/manitoba/technology-in-the-classroom-no-shortcut-to-success-oecd-report-1.3230587

For this week’s blog, we have decided to discuss the pros towards including technology shortcuts into the classroom. As a group we discussed some pros to having technology shortcuts in a classroom from previous experiences or observations. To further our understanding and perspective on this topic we found an article. The article “What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning” by Victoria Zascavage and Kathleen Winterman explains: 

• There are many students with learning disabilities that are unable to succeed to their full potential without some aid from technology shortcuts.
• Spelling is a challenge with many students. Having some help for the weaker spelling students gains them some independence because they do not have to rely so heavily on peers, teachers, or others in the classroom. 
• Technology shortcuts can also aid students progress their writing skills. As the students become stronger writers, they can eliminate some of the help to be more independent. For example, a student can begin by using word predictions and then switch to spell check. 
• Technology shortcuts are also a UDL. These tools provide the teacher with different ways to present the information to meet the needs of their students. 

For students who frequently experience “deficits in metacognition” as this article explains, this technology aids in students ability to set goals, focus, and monitor their progress. 

The article link: https://www.tandfonline.com/doi/pdf/10.1080/00940771.2009.11461681

This article speaks to benefits of ‘Speak to Text’ and the pros as described:

• Learning disabilities, including dyslexia and dysgraphia
• Repetitive strain injuries, such as carpal tunnel syndrome
• Poor or limited motor skills
• Vision impairments
• Physical disabilities
• Limited English Language

The link: https://www.readingrockets.org/article/speech-recognition-learning

This article describes the importance of accuracy in language and presentation in terms of using spell check and grammar check to ensure a professional image. Because these tools are not completely reliable, students should have a basic grasp of language skills and how to use these tools appropriately. Since these tools are available in the classroom and their use is so wide spread, students should have exposure to these tools.

The link: https://www.teachhub.com/technology-classroom-grammar-check-websites

For this weeks blog, we have decided as a group to discuss our personal experiences and opinions on technology shortcuts. For this blog we have all posted our blogs separately.

Personally, I have used many different technology shortcuts like spellcheck, a dragon (headset that reads to you and writes what you say), and a software that reads to me. From Kindergarten to grade 4 I went to a Francophone school and was unable to read or write in English (my first language) so I transferred to a French Immersion school in grade 5. Unfortunately, I was very behind in English and was unable to do the assignments and activities that my peers were doing. I was then given different technology shortcut tools to help me succeed. When my peers were reading a novel, I would sit at the computer and have the computer read me the novel. When my peers were writing, I would sit at the computer and speak into my dragon and it would copy exactly what I said. I think these tools were very helpful for me when I was learning English because I was able to see and follow along while studying the proper grammar.

Now in life, I do use spellcheck frequently for my assignments as well as on my exams. I do not think I would be successful in university without the extra help; therefore, I strongly believe that technology shortcuts have there place in schools.

Our group tech inquiry topic that we have chosen is “how to prevent student dependency on technology shortcuts such as auto-correct, talk to text, and text to talk.”  For some students, and in some situations, these are very helpful tools. However, in many cases, students rely on these tools for efficiency purposes which causes them to lose some basic literacy skills in the process. We believe this is a growing problem in schools today with the ever-increasing use of technology in classrooms starting at a younger age. As an example, the use of autocorrect and spell check is preventing students from learning valuable grammar skills.  Throughout this project, we would like to investigate the effects this has on student learning. We are curious if students reach a competent level of literacy and grammar skills, will they diminish with the increased use of shortcut tools? We will research studies online, talk with practicing educators, and speak with peers about their own experiences with these tools in school. 

This is a link to an older article we found which looks at the effect of technology on student writing:  file:///C:/Users/megha/AppData/Local/Temp/1661-Article%20Text-1790-1-10-20110511.pdf

By: Lauren T, Alison, Meghan