Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences

Speech-to-text (STT) technology enables pupils to write using their voice. This qualitative study explores six teachers’ experiences with introducing STT in a whole-class environment at Norwegian lower secondary school. The aim was explore the benefits and challenges of as an inclusive approach for writing instruction education. teachers stated that most found useful when beginning longer assignments (for example, aid brainstorming drafting) producing texts foreign languages. Reported were distracting each other, inaccuracy technology, improper use, whispering because they too embarrassed speak out loud. views initially consistent broad definition inclusion, saw educational opportunities whole class. However, after implementation concerned structural challenges, including formal assessment individual adaptation curricula, which suggests narrow interpretation inclusion.