3. What might a voice recognition training sequence
for younger students look like?
The process of teaching students to use voice recognition must be individualized
to their own learning needs and style. Remember that we are talking about
students who may be skeptical of their own abilities and who may lack experience
in writing. However, experience and common sense about teaching suggest
that the process should usually adhere to some variation of the following
- The student observes the evaluator or trainer
inputting text by using a few of the most basic procedures; such as word-by-word
dictation, selection of alternative word, spelling to generate additional
choices, and basic error correction.
- The student undergoes enough initial training
so that the system can identify an initial voice file.
- The student undergoes additional training to
facilitate accurate dictation.
- The student is prompted to write a single, simple
sentence (e.g., "I like to go snowboarding and skateboarding."
This is done with the voice recognition system turned off. The student
says the sentence aloud so that the trainer knows what is going to be said.
- With a word processor appropriate to the student's
developmental level and interests, the student begins word-by-word dictation
with the evaluator attending to all other operational matters, such as
using the keyboard, watching the suggestion window, and making alternative
selections. The goal at this point is to have the student dictate one sentence
so that the system is familiar with the words.
- The student dictates the same sentence once or
twice more, which allows him or her to experience a greater level of fluency.
- The student and trainer decide on a second sentence
which uses some of the same words (e.g., "Snowboarding and skateboarding
are popular sports.").
- The student dictates the new sentence and the
preceding steps are repeated with the him or her taking gradual responsibility
for operating the system.