Marianne Engen Matre

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2023). Influences of a Professional Development Program on Teachers’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion. I Escudeiro, Paula; Escudeiro, Nuno & Bernardes, Oscar (Red.), Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. IGI Global. ISSN 9798369304532. s. 218–235. doi: 10.4018/979-8-3693-0453-2.ch011.
• Matre, Marianne Engen (2023). An Exploratory Study on the Use of Speech-to-Text Technology as a Writing Modality for Pupils With Low Writing Achievement in Norwegian Lower Secondary Education. Nordic Journal of Literacy Research. ISSN 2464-1596. 9(2), s. 38–56. doi: 10.23865/njlr.v9.5347. Fulltekst i vitenarkiv Vis sammendrag

  Six Norwegian lower secondary school pupils (ages 14–15 years) with low writing achievement participated in a stimulated recall study aimed at exploring how pupils write and experience writing with speech-to-text (STT) technology in an educational context. The study employed an exploratory design, collecting data from screen recordings and stimulated recall interviews. The screen recordings were captured while the adolescents wrote a reflective text in Norwegian, using STT and keyboard. Findings showed that the pupils were able to produce a reflective text using STT technology while experiencing both benefits and challenges due to the technology. Benefits included the opportunity to use words that they did not know how to spell and verbal skills to produce arguments in writing. Challenges were mainly related to transcription errors and technological inaccuracies. Findings suggest that technological issues need to be addressed and sufficient planning and instruction is necessary before STT can be a truly beneficial tool for adolescents with low writing achievement in secondary education.

• Matre, Marianne Engen & Cameron, David Lansing (2022). A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education. Disability and Rehabilitation: Assistive Technology. ISSN 1748-3107. doi: 10.1080/17483107.2022.2149865. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2022). Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 8, s. 233–247. doi: 10.23865/ntpk.v8.3436. Fulltekst i vitenarkiv Vis sammendrag

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

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2022). Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students. Frontiers in Education. ISSN 2504-284X. 7. doi: 10.3389/feduc.2022.856789. Fulltekst i vitenarkiv
• Matre, Marianne Engen & Cameron, David Lansing (2018). Fører opplæring i felles vurderingskriterier til større grad av enighet? En studie av tekstvurdering som en del av spesialpedagogutdanning. Acta Didactica Norge. ISSN 1504-9922. 12(4). doi: 10.5617/adno.6379.

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• Matre, Marianne Engen & Cameron, David Lansing (2024). Talestyrt skriving som alternativ skrivemetode i ungdomsskolen.
• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. Fædrelandsvennen. ISSN 0805-3790.
• Matre, Marianne Engen & Cameron, David Lansing (2023). Speech Technology for Improved Literacy: An Exploratory Study of Speech-to-text Technology as an Inclusive Approach in Lower Secondary Education.
• Kvåle, Gunhild; Cameron, David Lansing & Matre, Marianne Engen (2023). Colletts kafe podkast: Spesialpedagogikk, digitale teknologiar og skulen.
• Ekren, Fredrik Lillestølen & Matre, Marianne Engen (2022). Inkludering gjennom digital didaktikk. Bedre Skole. ISSN 0802-183X. s. 46–51.
• Matre, Marianne Engen (2022). Talestyrt skriving. Et hjelpemiddel for noen eller en skrivemåte for alle?
• Canrinus, Esther Tamara; Matre, Marianne Engen & Cameron, David Lansing (2022). Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway.
• Matre, Marianne Engen (2022). Speech-to-text technology’s influence on writing processes in lower secondary education.
• Gjersdal, Gitte; Matre, Marianne Engen; Strand-Andersen, Anne Helene & Cameron, David Lansing (2021). Muligheter og begrensninger ved bruk av digital diktering i skolen. Bedre Skole. ISSN 0802-183X. s. 23–27.
• Matre, Marianne Engen; Cameron, David Lansing & Canrinus, Esther Tamara (2021). Digital didaktikk og inkludering. Sluttrapport for evalueringav skoleutviklingsprosjektet. I Lillestølen Ekren, Fredrik (Red.), Digital didaktikk og inkludering. Sluttrapport for evalueringav skoleutviklingsprosjektet. Statped. s. 11–21.
• Matre, Marianne Engen (2020). Speech Technology for Improved Literacy in the Context of Inclusive Education.
• Matre, Marianne Engen (2019). The Effect of Speech Technology on Literacy Development.
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Universell utforming av kurset digital kompetanse.
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Digital competency – An introductory course to digital tools for education and collaboration.
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Digital Competence – Providing Tools to Create an Inclusive eLearning Course. HAMK Unlimited. ISSN 2343-4708.
• Canrinus, Esther Tamara & Matre, Marianne Engen (2019). The risk of implementing an approach to enhance motivation.
• Canrinus, Esther Tamara; Matre, Marianne Engen & Horverak, May Olaug (2018). Subject specific motivation: a matter of profiling?
• Matre, Marianne Engen (2024). Marianne Engen Matre Speech as a writing tool: An exploratory study of speech-to-text technology in lower secondary education. Univeristet i Agder. ISSN 978-82-8427-167-5. Fulltekst i vitenarkiv
• Matre, Marianne Engen & Haumann, Dagmar (2013). Two mechanisms or one? A comparison of past tense acquisition in children with specific language impairment and typically developing children. Universitetet i Agder.

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