Probably the most amazing thing about Pierce’s process is how eager he is to share it with others and help them learn from his journey. However, he is confronting the challenge with his notable resourcefulness and determination.
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Pierce’s next challenge is figuring out how to speak in complete sentences and how to include punctuation commands. New Pierce had written so much that it actually prompted a different, happier concern: How would he manage to copy edit all of these sentences? Old Pierce used to reluctantly offer one or two messy, incomplete sentences to express what he knew, even though I knew (and he knew) he knew much more. I was particularly amazed by the amount of words on the page. Say what? I asked him to show me what he had been writing.It was quite impressive. After several days, I almost fell out of my chair when Pierce commented that he was making real progress and he thought he should use the iPad speech to text for all his writing. Each day, the reports about his progress with the iPad improved as did Pierce’s mood. Pierce simply said, “You should have seen how much wackier it was yesterday.” And that is the way it went. We laughed together and I naturally thought the iPad experiment was over. At the end of the next day’s writing period, Pierce showed me some hilarious mistakes that the computer made in translating his voice. Pierce calmly informed me, “I will try bringing the iPad outside during Writer’s Workshop tomorrow and see if that helps.” Okay. However, I did not anticipate the persistence he would bring to the mission. Consequently, I was not surprised when Pierce returned at the end of the period with an unenthusiastic review of the feature. Past explorations with speech-to-text technology had taught me that it was pretty finicky and limited in its ability to decode young male voices.
Although I had serious doubts about the iPads’s speech-to-text feature for classroom work, I thought it was worth a try. I was always looking to find strategies to help him get his great ideas into the content of his writing. Pierce struggled with the same cruel disparity that haunts many dyslexic students: weak written expression concomitant with exceptional ideas, knowledge and intellectual abilities. I was hoping that giving it a try would keep him busy while simultaneously easing the guilt I felt for not being able to help him transcribe his ideas during a Writer’s Workshop session. Unable to effectively assist him with a writing assignment, the speech-to-text (Siri) feature on his iPad was a last-ditch effort to respond to his frustration. When I first suggested that Pierce try using the speech-to-text feature on his iPad, I had minimal expectations. It all started with one clever and perseverant ten-year-old boy (Pierce) and one harried, but well-meaning teacher (me). Speech-to-Text on the iPad works on any app with a keyboard–just tap the mic icon.įor more details and tips for using Speech-to-Text on the iPad, Internet access is necessary for Speech-to-Text to work on the iPad and Siri must be enabled.
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