Workshop participants then met in small groups to discuss whether and how the learnings from the VALTA project related to their own practices as literacy workers. Due to time limitations, participants may not have been able to explore the issue and possibilities in any depth.

In keeping with the intention of using various approaches to learning, the workshop ended with a song. A publication about VALTA and the Changing Practices Projects will be available in 2004.

Suggested resources:
Horsman, Jenny. Too Scared to Learn: Women, Violence and Education. Toronto: McGilligan Books, 1999.

Morrish, Elizabeth, Jenny Horsman, and Judy Hofer. Take on the Challenge. Boston: World Education, 2002. Available online at: www.worlded.org/docs/TakeOnTheChallenge.pdf 

Voice Activated Computer Literacy Project
with Bill Day

Rapporteur: Nancy Jackson

Bill works at The Balmoral Centre for Adult Studies in Thunder Bay, Ontario. This session reported on research undertaken with students of the Centre to explore the use of computer dictation software as a tool to "inspire literacy" and assist in development of writing skills. The project used dictation software called Dragon Naturally Speaking. It allows students to talk into their computers rather than typing. The students' speech is transcribed onto the screen, and the student can then work with the text to develop proper punctuation, sentence structure and other writing skills.

Two groups of students were represented in the study. The first was people experiencing learning disabilities, whether physical, mental, emotional, or social. The second was advanced ESL learners. All students were reported to benefit from the program, but those with difficulty in English pronunciation face the most barriers with the software.

The project identified the following seven benefits of working with dictation software:

• identifies areas for improvement in language skills
• assists with pronunciation and oral language development
• gives instant, non-judgmental feedback
• provides a variety of tools for skill development
• reinforces correct spelling and grammar
• improves self-correction skills
• encourages self-confidence.

This research clearly identified both the potential benefits and challenges to making good use of this software. The instructor must be thoroughly comfortable with the technology and become fully conversant with the software well before attempting to work with students. Students will also need to develop considerable comfort with using a computer and microphone before they can benefit from this program. For some students, this will be an added incentive; for others it will be an added barrier. Bill stressed the technical requirements for hardware and software, and the technical support required in the teaching environment. It took nine months to set up the environment for the research being reported here.

The full report, including the curriculum developed and used in the study, and a CD documenting the outcomes of the experience for one student, are available from The Balmoral Centre in Thunder Bay.

To order the report, contact: ldepiero@lhbe.edu.on.ca