Learning Through Life

A documented timeline of a lifelong learner ~ Thank you for joining me

Tag: Differentiated Learning

Free Inquiry ~ Summary of Our Journey

June 4, 2025 / / 0 Comments
Photo by Markus Winkler on Unsplash 

Our Free Inquiry project has been driven by our shared desire to find technological resources to support differentiated learning for our future students. We are all aspiring teachers and recognize the need for more support in schools and the expanding demands for modified instructional styles to fit the needs of the students. In our personal and professional experiences, we have noticed the academic world needs to adapt to the increasingly diverse student body, including recognition and resources for students with disabilities, new students in Canada, mental health challenges, and socioeconomic differences. Residual factors from COVID, such as lockdown, trauma experiences, and the mismatch between grade level and skill levels are all contributing factors to the growing epidemic of students struggling to perform at their expected grade level. 

The four technologies we researched aligned well with open and distributed learning principles. Some of the resources found were entirely new to us like, Open Educational Resource Commons (OER Commons) and Augmented and Alternative Apps such as Proloquo and TouchChat, while others were more familiar, like Khan Academy and Speech-to-Text. 

In this video, the teacher, Samantha Kirch, explains how she integrates technology into her classroom by using a Smartboard and iPads for the students. She also outlines how a similar engagement style can be utilized with whiteboards. 

So where does this project leave us? What now? Since exploring these resources, we all have a better grasp on ways to integrate differentiated instructional styles into our teaching, but the next move is to try them out with students and find the best supports and resources for differing ages, abilities, languages, and personalities. We know every student is unique and has individual needs and finding the best fit for each student will support their probability of success in their studies and in life. 

All of the technologies that we have explored throughout this free inquiry project are ones that we think would be great resources for educators looking to expand their competencies in relation to open and distributed learning. Overall, this project was an interesting and educational research opportunity that allowed us to explore resources that will benefit not only ourselves but also our future students, as was our learning goal from the beginning: To discover the best resources to support our learners through the use of differentiated technology with a focus on open and distributed learning. We hope you have also found some of the resources interesting and will get to try them for yourselves or in your future classrooms. 

Thank you for joining us (Anna Palmer, Mady Chase, Hanne Deener, Nicole Bell) on this educational inquiry journey. 

Post #5 ~ Speech-to-Text 

June 4, 2025 / / 0 Comments
Young entrepreneur reading an e-mail on computer while recording voice message on smart phone during late night work in the office.
Image Published on August 25th, 2022 Licensed under Unsplashed+ Getty Images 

Intro:

Last week, we examined Khan Academy’s availability and limitations. We found that it follows the principles of open and distributed learning. This week, we decided to take a look at Speech-to-text technology. As a reminder, our learning goal is to discover the best resources to support our learners through the use of differentiated technology. So let’s delve in! 

What is Speech-to-Text?

Speech-to-text, also known as voice-to-text, is a technology that changes spoken words into written text. This technology uses Artificial Intelligence to transcribe, dictate, assist, and navigate. It can transcribe audio from recordings, interviews, lectures, etc. This technology is also used in voice-controlled navigation systems. However, we will focus on dictation to keep this topic relevant to K-8 classrooms. Dictation is the process of taking speech and turning it into written text. This could be in a document, email, search engine, etc. Students with disabilities commonly use speech-to-text technology.

Availability

Speech-to-text technologies are widely available and are becoming easier to use. For example, Windows has a built-in voice typing tool that pops up when you click the Windows key + H. Microsoft Word and Google Docs also have free built-in voice tools. This means students can write papers or assignments by speaking rather than typing. Schools support this technology and tend to include it in students’ IEPs. There are many free versions. However, some are paid programs. Paid programs are designed for people with more advanced needs and offer more accuracy and complex tools.

Limitations

Although this technology is widely accessible, it has many limitations. Accuracy issues like misrecognition of words, messing up homophones (there, their, and they’re), and no punctuation (unless specified) are common. Users also need access to technology such as a device, wifi, and a microphone, without which they are left unsupported. Due to various factors, some students don’t have this kind of technological access. There is also the concern for the environment.  The classroom may be too loud with background noise, or an individual might feel awkward or shy to speak out loud. Language and accents also play a role, as this technology sometimes can’t understand what the speaker is saying. Lastly, the paid programs can cost a lot of money, and many students can’t access them without financial aid.

Relation to Open and Distributed Learning 

Speech-to-text technology fits into the principles of open and distributed learning. Openness refers to the practice of removing barriers to education to make it accessible to everyone. Speech-to-text fits this principle as it is free, can be used on various devices, can be used on open educational resources (Google Docs, discussion forums, etc), and allows for greater equity in participation. Distributed learning is education that occurs over various times and locations, often referring to online learning. Speech-to-text fits this well as it can be used at home, in class, on the go, and on various devices. This technology also allows students to work independently at their own pace, which is ideal for asynchronous courses. Overall, this tool supports open and distributed learning.

Personal Experiences with Speech-to-Text – Mady Chase

I have extensive experience with speech-to-text. This tool is extremely helpful to me as someone with dyslexia. I have used it in professional and casual settings. I’ve used it to write papers, reflections, emails, texts, lectures, etc. Spelling is one of my biggest challenges, to the point where auto-correct and Grammarly don’t always know what I’m trying to write. However, speaking the words helps the word processor understand what I’m trying to spell. I also tend to waste time trying to spell a word, so speech-to-text speeds up the process. Although it works great and is easily accessible, I have to edit it and speak slower than normal so it picks up what I’m saying. I also need to speak the punctuation parts, which can sound funny and mess up the flow of my speech. Overall, I love this tool and its openness to those who can benefit from it.

Post #3 ~ Open Online/Educational Resources

June 4, 2025 / / 0 Comments
Photo by Marvin Meyer on Unsplash

What is it?

Open Online/Educational Resources as a concept. Let’s talk about it! First, what are Open Online/Educational Resources, or OER? Continuing along with our learning and discovery journey of compiling multiple aspects for supporting our students with differentiated technology, we started looking at Open Online Resources, also known as Open Educational Resources, Open Pedagogy, or OERs, which are “teaching and learning resources created with the intention of being freely accessible to all” (Simon Fraser University, 2024). This means that members of the general public and private sectors all have open and free access to educational resources and materials as they wish.

OERs are available through internet connections (WiFi or Ethernet) on personal, professional, or other, devices such as computers, tablets, phones, or iPads. They are utilized often in educational settings like schools and post-secondary institutions, but can be offered in employment settings such as for training or upgrading purposes.

Availability

The availability for these resources is to be free and easy to access for users. As our group is comprised of aspiring middle school and elementary teachers, we wanted to focus on the resources we would be using in our classroom and suggesting to our students. That being said, these are still available for anyone’s use. Let’s take a closer look at some examples of OERs for elementary and middle school students specifically.

  • Khan Academy ~ a classic open educational resource, but for good reasons. Khan Academy is a free website dedicated towards supporting coursework in schools and can be an excellent resource for learning at home, especially with parents, guardians, or family members that can benefit from following along with the learner! What we like about Khan Academy is made by teachers and features teachers explaining concepts in bite-sized pieces with visual and audio recordings. More information can be found in the next blog post here.
  • Open Educational Resource Commons (OER Commons) ~ an educational hub for students from kindergarten to grade 12 that offers resources for course supplementation or full course. They have resource collections to use at home or in a class (online or in-person) that are organized by grade level, subject, and provider.
  • Bored Teachers ~ a collection of educational websites for elementary students specifically, but not exclusively, that targets learning (of course) and having fun while doing so!
  • We Are Teachers ~ hundreds of online learning resources that are available for teachers, students, or parents that cover elementary and middle-school subjects with some printable materials, online lessons, and game-type activities. There are many resources that help support differentiated learning styles and students with disabilities.

Limitations

The limitations to OERs are the requirement for access to internet and technology and the need to set up non-invasive accounts with a couple of the platforms, which requires an email. While the world steadily marches towards even more reliance on technology and automation, the technological divide tends to increase with growing socioeconomic inequalities which decreases the availability to education when more learning is conducted online.

Relation to Open and Distributed Learning

The relation of OERs and open and distributed learning is quite high with potential for a dependent relationship between the two. As Open and Distributed learning relies on having resources and materials that are available for distanced learners, OERs fulfill the Open aspect, the flexibility, and the availability for students to learn from their residence. The relationship between the two also offers enhanced student engagement and reduces the costs of an educational experience while offering access for students who may have life responsibilities that conflict with a traditional school schedule. OERs encourage educators to continue modifying and improving content which makes the materials more directed to the learner’s needs and goals. OERs, just like Open and Distributed Learning go hand-in-hand with prioritizing student-centered education and offer diverse methods of instruction.

Experiences with OERs

We have limited experiences with identified OERs as it is a recent discovery for us, but may have unknowingly used them in the past. We’re looking forward to integrating the technological resources into our own pedagogical approaches when we become teachers.

Attributions

Image Attributions

© 2025 Learning Through Life

Theme by Anders Noren — Up ↑