in VATESOL (VOLUME 19, ISSUE 1, MARCH 2016), AND THE WATESOL (WINTER 2017 EDITION) NEWSLETTERS

Abstract

This article describes a VoiceThread /FTC project carried out with advanced ESL students at the Virginia Tech Language and Culture Institute in the National Capital Region. This project is the culminating activity of a series of tasks created with the “backward design” approach in mind. Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment (Wiggins & McTighe). In this unit, the overarching goal is an oral presentation on Art, which will be recorded by the students using VoiceThread.

Retrieved from: https://monicamulholland.com/2017/02/20/the-visual-arts-and-visual-literacy-in-language-education-an-interactive-project/


in DR MAIREAD SEERY, DEPARTMENT OF SOCIAL SCIENCE & DESIGN,
FACULTY OF SCIENCE & HEALTH, ATHLONE INSTITUTE OF TECHNOLOGY

Abstract

This case study presents how VoiceThread, an online application used to create multimedia presentations and conversations, was used to enable first year students to give and receive feedback. In the process, the presentation skills of the student are enhanced.

Retrieved from: http://y1feedback.ie/wp-content/uploads/2017/01/AIT-3-Mairead-Seery-2.pdf


in JOURNAL OF PROFESSIONAL NURSING JANUARY–FEBRUARY, 2017, VOLUME 33, ISSUE 1, PAGES 20–26. OLA H. FOX, DNS, CNL, SPRING HILL COLLEGE.

Abstract

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with “real” instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards.

Retrieved from: http://www.professionalnursing.org/article/S8755-7223(16)30124-7/fulltext


in JOURNAL OF ONLINE LEARNING AND TEACHING, VOL. 10, NO. 1, MARCH 2014, AIMEE DENOYELLES, JANET MANNHEIMER ZYDNEY, BAIYUN CHEN.

Abstract

Asynchronous discussions are often utilized in online courses to provide a venue for students to openly communicate and build shared understanding, and for instructors to skillfully facilitate the process. While discussions can be invaluable toward creating and sustaining an online community of inquiry (CoI), they are not effective if not optimally designed. It is the authors’ position that it is helpful to identify research-proven online discussion strategies and conceptualize them into the CoI framework, which has been extensively studied and validated. This framework posits that there are three interrelated presences – social, cognitive, and teaching – that must be perceived by members in order to facilitate a successful educational experience. Classifying strategies within this framework may guide instructors to purposefully select and employ methods that encourage productive, efficient, and meaningful discussions. Strategies, such as providing prompt but modest feedback, peer facilitation, protocol discussion prompts, and providing audio feedback, were found to support multiple presences in a review of the literature. Based on these findings, it is argued that educators need to employ discussion strategies that integrate all three presences in order to support an effective online CoI.

Retrieved from: http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf


in THE JOURNAL OF TEACHER ACTION RESEARCH, VOLUME 3, ISSUE 1, 2016, BEATRIZ G. GLICK
PENNSYLVANIA STATE UNIVERSITY-HAZELTON

Abstract

The purpose of this action research was to assess the pedagogical value of the software program VoiceThread (VT) as compared to classroom discussions in developing and enhancing student production of the Present Subjunctive at the Intermediate level of Spanish language courses.

Retrieved from: http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/beatriz_glick.pdf


in RESEARCH HIGHLIGHTS IN INFORMATION TECHNOLOGY AND TEACHER EDUCATION 2010 (PP. 9-18). CHESAPEAKE, VA. GAO, F. & SUN, Y. (2010). SUPPORTING AN ONLINE COMMUNITY OF INQUIRY USING VOICETHREAD. IN C. MADDUX ET AL.(EDS.)

Abstract

Using the community of inquiry framework proposed by Garrison, Anderson, and Archer (2000), this paper examines how to use a Web 2.0 tool – VoiceThread to support online learning communities for professional development in teacher education. In this paper, we discuss the unique features and affordances of VoiceThread, and propose possible learning activities to enhance social, cognitive and teaching presence in online learning communities.

Retrieved from: https://www.scribd.com/document/29576716/Supporting-an-online-community-of-inquiry-using-VoiceThread



in INDIANA READING JOURNAL VOLUME 44 ISSUE 1, PAGES 36-45

Abstract

This article explores VoiceThread as an online tool for supporting literacy and Higher Order Thinking Skills (HOTS) within the top three levels of the Revised Bloom’s Taxonomy.  VoiceThread is a collaborative Web 2.0 tool allowing users to create, share, and comment on images, documents, and videos.  Readers are first provided with an overview of VoiceThread followed by curriculum opportunities for using VoiceThread to analyze, evaluate, and create.

Retrieved from: http://www.joomag.com/magazine/indiana-reading-journal-volume-44-issue-1/0804259001441217311/p36?


in "USING VOICETHREAD TO ENHANCE LEARNING" NIMA SALEHI AND MARY ROWAN, ( JULY 30, 2015). MINNESOTA ELEARNING SUMMIT. PAPER 32

Abstract

A recent university video use and needs survey indicated that faculty and students need and want more understanding of narrated slide or multi-media tools for presentations and assignments. This presentation will provide an overview of how several faculty have used an online multi-media presentation and collaboration tool to enhance teaching and learning. Tool features and strengths, as well as pros and cons will be featured. Strategies for using this tool to establish course community and faculty presence as well as for student individual and group assignments will be described. Techniques for integrating presentations in the online course environment and successfully facilitating student assignment completion will be demonstrated. Samples of instructor and student presentations as well as support guides will be provided through the presentation website.

Retrieved from: http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1032&context=minnesota-elearning-summit


in THE JOURNAL OF INTERACTIVE TECHNOLOGY AND PEDAGOGY MAY 28, 2015
SOLOMON NEGASH, KENNESAW STATE UNIVERSITY, TAMARA POWELL, KENNESAW STATE UNIVERSITY

Abstract

This research provides a structure for creating an engaging online classroom and provides empirical support showing the value of a collaborative tool: VoiceThread. The two research questions: (1) How does the instructor increase student engagement in an online course? and (2) How does the instructor evaluate the value of a collaborative online tool? are discussed using qualitative and quantitative methods, respectively.

Retrieved from: http://jitp.commons.gc.cuny.edu/increasing-student-engagement-and-assessing-the-value-of-an-online-collaboration-tool-the-case-of-voicethread/


in TEACHING EXCEPTIONAL CHILDREN
JAN/FEB 2014 HOWARD P. PARETTE, JR. AND CRAIG BLUM

Abstract

Many challenges that preschool children with disabilities encounter in the curriculum can be addressed by identifying AT support as part of a child’s individual family service plan (IFSPs) or individualized education program (IEP). These solutions, however, are specific to the child and connected to specific goals and objectives, rather than connected to steps in planned classroom activities designed for typical peers (and to associated benchmarks and standards). Flexible participation is a way for teachers to incorporate unique AT solutions to help young children participate in steps of a planned, technology-supported preschool activity along with their typical peers. Because many preschool teachers are just beginning to understand UDL and to implement its principles into planned, technology-supported activities, using flexible participation should be viewed as a work in progress.

Retrieved from: http://tcx.sagepub.com/content/46/3/60.full.pdf


in PROCEEDINGS OF THE SYMPOSIUM ON EMERGING TECHNOLOGY TRENDS IN HIGHER EDUCATION
MOLLIE R. CUMMINS PHD, RN, FAAN, RAMKIRAN GOURIPEDDI MBBS, MS

Abstract

In this paper we describe our experience of implementing mediabased discussion in an online course to promote scholarly engagement, and to demonstrate the use of VoiceThread (2014), proprietary software for implementing media-based discussion

Retrieved from: http://epubs.utah.edu/index.php/emerge/article/viewFile/1334/1026


in PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2015 (PP. 229-233). CHESAPEAKE, VA: ASSOCIATION FOR THE ADVANCEMENT OF COMPUTING IN EDUCATION (AACE) CHING, Y.H. & HSU, Y.C. (2015)

Abstract

Audio/video discussion has been used increasingly in online courses due to its affordances in enhancing online communication. However, whether learners of different characteristics can benefit from this discussion modality has not been investigated extensively. This study examined whether gender plays a role in learners’ preferences and perceptions of audio/video discussion as compared to text discussion. The survey data of thirty-six participants’ perceptions were collected and studied after they participated in an audio/video discussion activity. The findings show that females preferred audio/video discussion more than males did, and more females reported that audio/video discussion strengthened their connection with peers. The top three benefits of audio/video discussion perceived by females and males are presented in this paper. Overall, using audio/video discussion to augment online communication and to connect learners is likely to be more effective and perceived more positively by female students than male students. The findings in this study could provide implications for sound pedagogical decisions that satisfy student preferences.

Retrieved from: http://jolt.merlot.org/vol11no1/Ching_0315.pdf


in A DISSERTATION PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION CAPELLA UNIVERSITY JUNE 2015 BY MICHELLE PACANSKY-BROCK

Abstract

Colleges and universities are now part of an ecosystem that includes educational technology companies. As more faculty adopt Web 2.0 technologies, institutions ofhigher education must seek sustainable methods to support faculty and this mayinvolve collaborations with ecosystem partners. The purpose of this action research study was to improve the support resources provided by the VoiceThread organization, a Web 2.0 tool provider, to its higher education users. This study was guided by three questions: a) is there a significant difference in faculty perceptions about the pedagogical benefits of VoiceThread between faculty who examine VoiceThread in an eBook and faculty who examine VoiceThread through a webinar; b) how can an eBook be designed to support the diverse needs of 21st century faculty; and c) what are the support needs of faculty who teach with VoiceThread?

Retrieved from: https://www.academia.edu/14094057/Evaluating_the_Effects_of_an_eBook_to_Support_Faculty_Who_Teach_with_VoiceThread





in ANGRY BUNNY PRESS (2013)

Abstract

Versatile, easy-to-navigate, and interactive, VoiceThread equips teachers to deploy numerous best instructional practices that engage 21st century students in rigorous literacy activities. Upgrade your current teaching strategies with VoiceThread for Digital Education and create an environment where every student learns every day

Retrieved from: http://www.smashwords.com/books/view/333499


in IN M. KOEHLER & P. MISHRA (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2011 (PP. 3123-3127) (2011)

Abstract

The purpose of this workshop is to help K-12 teachers to understand some useful techniques in using the VoiceThread web 2.0 in and out of the classroom. It is also designed to give K-12 teachers good skills that will allow them to use the VoiceThread confidently with their students. In addition, teachers will be able to practice, negotiate with others, and end up with good activities that enable them to have full understanding of this application and how it can be used as a powerful and motivating tool to help students in the learning process. Although the main focus of this workshop is on teaching English as a second language (ESL), all teachers can benefit from attending this workshop and then apply it to their specific classes.

Retrieved from: http://www.editlib.org/p/36796


in TEACHING EXCEPTIONAL CHILDREN 43(4), 28-37 (2011)

Abstract

Consider these three students: Jeremy, who is easily distracted and who has difficulty staying on task in social studies; Brad, who has specific learning disabilities that place him at risk of dropping out due to lack of motivation and fear of failure; and Angelina, who has received interventions through several grade levels to address her struggles with assignments and assessments. This article shows how a web-based learning tool can boost the learning skills and motivation of these students and many others as they work with multimedia to explore subject areas, express their ideas, and share information – and all at their own pace and learning level.

Retrieved from: http://voicethread.com/media/misc/support/JTECVoiceThread.pdf


in IN I. GIBSON ET AL. (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2009. (PP. 3247-3250) CHESAPEAKE, VA: AACE (2009)

Abstract

Today’s classrooms are definitely changing. While in the past, additional language teachers might have only had target-language newspapers and periodicals at their disposal to create an authentic L2 language learning environment for their students, today’s technological tools erase the barriers that once separated L1 and L2 learners and their environments. With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.

Retrieved from: http://www.editlib.org/p/31146


in TEACHER EDUCATION AND PRACTICE 26(1), 117-142. (2013)

Abstract

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare future classroom teachers (Boling, 2010; Bruce & Hogan, 1998; Goodson & Mangan, 1995; Koehler, Mishra, Yahya, & Yadav, 2004; Pang & Kamil, 2004). Based on the technological pedagogical content knowledge framework, the current study explores how technology can be used to improve teaching within the content area of English/language arts by examining the artifacts and reflections of 21 pre- and in-service secondary English teachers at a large university in the Southwestern United States. It explores how the digital medium VoiceThread could support their efforts to teach poetry. Results indicate that these future teachers found VoiceThread to be an effective tool to prepare, implement, and teach poetry to secondary students. (Contains 2 tables and 3 figures.)

Retrieved from: http://eric.ed.gov/?id=EJ1002367


in IN D. GIBSON & B. DODGE (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2010 (PP. 3152-3155). CHESAPEAKE, VA: AACE. (2010)

Abstract

During this session, we will: 1) discuss the emergence of new literacies, especially digital storytelling, in the teaching and learning of English Language Learners (ELLs); 2) engage participants in an interactive discussion concerning the implications of the various new literacies for pedagogical practice; 3) demonstrate the power of digital storytelling in promoting the learning of ELLs by showing on a laptop a digital story produced by one of our students; 4) share the process of creating personal stories using a storyboard technique as a learning and teaching tool; and 5) invite participants to share their experience of creating a personal story as a way to explore how they would translate this written story into a digital form. Through these activities, we hope that participants will be motivated to explore other pedagogical possibilities for helping ELLs acquire new literacies and literate skills, thereby broadening these students’ educational experience.

Retrieved from: http://www.editlib.org/p/33854


in EARLY CHILDHOOD EDUCATION 40(4), 203-211.(2012)

Abstract

Development of receptive and expressive language skills is an important foundational skill in early childhood education. Recently, early childhood education professionals have begun using Web-based technology to assist in developing these skills. One Web-based technology that holds potential to support children’s learning is VoiceThread which has unique features that support Universal Design for Learning. This paper provides practical recommendations for use of VoiceThread in meaningful learning activities that can easily be implemented. A step-by-step guide is presented to create and use VoiceThread.

Retrieved from: http://link.springer.com/article/10.1007%2Fs10643-012-0521-1#


in IN JAN HERRINGTON ET AL. (EDS.), PROCEEDINGS OF WORLD CONFERENCE ON EDUCATIONAL MULTIMEDIA, HYPERMEDIA AND TELECOMMUNICATIONS 2013 (PP. 2175--2178). CHESAPEAKE, VA: AACE. (2013)

Abstract

The integration of technology and literacy is essential to developing 21st century skills to create successful learners. In this presentation, presenters will describe how iPads are being utilized by primary grade teachers to enhance literacy instruction in their classrooms. Participants will: (1) gain knowledge of the iPad as an instructional tool to provide differentiation using multiple modalities, (2) become more knowledgeable about choosing and using appropriate apps for instructional purposes, (3) gain knowledge of the various grouping methods conducive to iPad use. Presenters will describe technological support essential to beginning iPad use, provide criteria for choosing appropriate apps, provide opportunities for participants to discuss educational apps supportive of individual learning outcomes, and provide opportunities for teachers to reflect and ask questions via VoiceThread, an online multimedia tool.

Retrieved from: http://www.editlib.org/p/112273


in INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING 7(4).(2010)

Abstract

This article defines active learning before explaining the theory and practice of VoiceThread technology. It is a provocative, persuasive presentation of VoiceThread technology in action including available resources and how to produce it. Keywords: active learning, interactive learning, experiential learning, constructivist learning, engaged learning, motivated learning, hands-on learning, authentic learning, problem-based learning, case-based learning, group learning, team-based learning, collaborative learning, cooperative learning, simulation, game-based learning, discussion learning, production-based learning.

Retrieved from: http://www.itdl.org/Journal/Apr_10/article02.htm


in IN JAN HERRINGTON ET AL. (EDS.), PROCEEDINGS OF WORLD CONFERENCE ON EDUCATIONAL MULTIMEDIA, HYPERMEDIA AND TELECOMMUNICATIONS 2013 (PP. 234-235). CHESAPEAKE, VA: AACE. (2013)

Abstract

VoiceThread is a popular Web 2.0 program and has been used by many educators because of its ease of use and flexibility. It is an asynchronous online discussion board with audio/video capabilities. Various studies show that VoiceThread promotes students’ engagement and collaboration in different subject areas at all grade levels. The purpose of the presentation is to share the author’s recent experiment on VoiceThead in an online course. Thirty-eight pre-service and in-service teachers engage in two different tasks using VoiceThread. After they complete the assignments, they respond to an online survey for assessing the pedagogical affordance of VoiceThread.

Retrieved from: http://www.editlib.org/p/111960


in TS. ERIC NO. ED521286. UNPUBLISHED RESEARCH PAPER, NEW YORK INSTITUTE OF TECHNOLOGY. (2011)

Abstract

This action research study was conducted on a fourth grade rural classroom in Orange County, N.Y. for the purpose of determining if the use of the VoiceThread program will affect student performance in mathematics writing. A baseline of student performance on this measure was administered in the fall of 2010 using the NYS Holistic rubric of a 3 point total value as provided from the NYS 2009 4th grade Math Test. Four questions on varying topics were pulled from the same test as the rubric mentioned here. In addition, a graphic organizer was utilized to support organization of student thoughts on the problem. A survey was administered to the students at the end of this study which demonstrated positive attitudes towards the use of graphic organizers and the VoiceThread Program to communicate in math. Other results of the data provide positive results with an increase in student performance. Implications from this study’s results should lead educators to try VoiceThread as a way to increase communication in mathematics and also to increase 21st century skills in their own classrooms. Recommendations for further studies in this area include; making the sample size larger, paying more attention to the type of question the participants work on and having the parties conducting the study someone different than the teacher of the participants. (Contains 2 tables, 1 figure, and an appendix.)

Retrieved from: http://eric.ed.gov/?id=ED521286


in POWERPOINT PRESENTED AT THE 15TH ANNUAL TECHNOLOGY, COLLEGES, AND COMMUNITY WORLDWIDE ONLINE CONFERENCE. ETEC 690. (2010)

Abstract

The development of technologies such as probeware requires training, not only in its use, but also in its integration into the curriculum. It is a common practice for schools to spend large portions of their budget on purchasing technology while neglecting to provide funding for the much-needed professional development. The availability of online professional development has provided in-service teachers opportunities to overcome traditional barriers of distance and time and allowed them to seek out and participate in much needed training. In recent years online instruction has incorporated the use of Web 2.0 tools to facilitate professional development for science teachers. While research on the use of Web 2.0 tools in professional development have been conducted, research on newer tools, such as VoiceThread, that can be used to deliver instruction is limited. In light of the increased use (purchase) of probeware in our schools the question of whether or not professional development can be effectively delivered through the use of VoiceThread has been the focus of this research.

Retrieved from: http://scholarspace.manoa.hawaii.edu/handle/10125/15364


For specific examples of use and best practices, please visit our Digital Library.