How High School Students Responded to Speech-to-Text as a Composition Tool

• In Event: Poster Session 3: Impact of Technology Tools on Reading and Writing Instruction

Abstract

At the elementary school level, using speech-to-text (STT) technology as a writing support positively influences students’ writing competencies. This year-long study explored STT at the high school level, asking: To what extent did students choose to use STT, as opposed to typing? Why? And where and when were students most likely to use the tool? Data analysis of surveys, interviews, and field notes show mixed results; some students found the tool useful and used it consistently; some did not use it at all. One obstacle to students’ use was discomfort speaking out loud in front of peers. We describe trends in student use and perceptions and offer recommendations.

Authors

• Emily Rose Southerton, Stanford University

• Sarah Levine, Stanford University

• Hsiaolin Hsieh, Stanford University