Educators and Administrators contact us frequently for scholarly articles and studies that can be referenced in applications for educational grants or federal funding for VoiceThread. Here we endeavor to compile a list of these sources for research relevant to VoiceThread in Education.
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* Pacansky-Brock, M. (2013). How to Humanize Your Online Class with VoiceThread. Imprint: Smashwords Edition. Retrieved 12/30/2013 from http://www.smashwords.com/books/view/333499.
Summary: An essential guide for educators seeking a more human connection in their online classes. Written by an educator, the book features examples & video excerpts that demonstrate how to turn an online class into a student-centered learning community with asynchronous audio and video conversations & feedback. Covers accessibility, tips for effective design, and strategies for leaving student feedback.
* Stair, K. (2013). VoiceThread for Digital Education. Angry Bunny Press. Retrieved 12/30/2013 from https://www.smashwords.com/books/view/356359.
Summary: 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.
** Akasha, O. (2011). Voicethread as a Good Tool to Motivate ELLs and Much More. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/36796.
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.
Aponte, J. (2010). Using Discussion Boards, Podcasting, and VoiceThread in Undergraduate Nursing Courses. Proceedings of the 4th International Technology, Education and Development Conference, (pp. 3356-3358). Retrieved 12/30/2013 from http://library.iated.org/view/APONTE2010USI
Abstract: In the Fall of 2009 technology was used in the classroom to: a) extend small group discussions outside the confines of the classroom; and b) to develop new ways for students to share their project presentations with the rest of the class through the use of Blackboard (Bb) and VoiceThread. … Students in one course conducted their group presentations using Wimba podcasting via Bb while students in another course completed their presentations using VoiceThread. In both courses, PP slides were used to supplement the audio version of the presentations. A major difference between both presentation tools is that Wimba Podcasting only allows for an audio narration, not allowing PP slides to be integrated to the presentation, making the slides and audio version separate; and in VoiceThread the PP slides can be integrated into the audio version of the presentation, making the slides and audio version one.
Atkinson, S. & Burden, K. (2008). Evaluating pedagogical affordances of media sharing Web 2.0 technologies: A case study. Published in the proceedings of Ascilite, 2008. Retrieved 12/30/2013 from http://hull.academia.edu/KevinBurden/Papers/73672/Evaluating_pedagogical_affordances_of_media_sharing_Web_2.0_technologies_A_case_study
Abstract: This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult for educators to gauge their actual value in practical terms. In many cases, the latest Web 2.0 technologies are superseded almost before they emerge from their beta testing phase. Rather than focusing on the individual characteristics or details of the technology itself, this case study uses a new learning design framework (the Digital Artefacts for Learner Engagement framework: DiAL-e) to chart the affordances and uses which educators might find valuable. The tool has been used as the basis of an on-line pilot project for the Joint Information Service Committee (JISC) in the UK, in which academics from further and higher education have been learning how to harness the potential of digital artefacts and Web 2.0 tools to enhance teaching and student learning. The initial responses from participants and tutors indicate this is a useful instrument through which to evaluate the potential pedagogical value of a particular application set within a wider socio-cultural context.
** Augustsson, G. (2010).Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education. Special Issue on Web 2.0, 13(4), 197-205. Retrieved 12/30/2013 from http://dx.doi.org/10.1016/j.iheduc.2010.05.005
Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology. The case study method was chosen because of the desire not to manipulate the students' behaviour, and data was collected in parallel with course implementation. Two particular circumstances made the case study method appropriate: the impossibility to control student activities, and the study of contemporary and ongoing events. The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others. The findings implicate that Web 2.0 technology can be used as a valuable supplement in a campus course where other teaching takes place in time and space.
** Bakir, N. (2012). Creating Student Engagement in Online Learning Environments via VoiceThread. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 1398-1400). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/41804.
Abstract: Online course offerings have grown substantially in recent years. Current research has found that incorporating multimedia content in online courses can improve student engagement and learning. This presentation demonstrates an online collaboration tool, VoiceThread, how it is incorporated to promote a community of learners, increase student interactions, and ultimately increase engagement in online learning environments.
** Borup, J., Graham, C.R., & Velasquez, A. (2010). The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in an Online Course. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010. (pp. 337-344). Retrieved 12/30/2013 from http://www.editlib.org/p/33358
Abstract: In this paper we share our experiences with using asynchronous video communications to increase teacher immediacy and social presence during a technology integration course for pre-service teachers. We describe three cases where asynchronous video was used to facilitate instructor-student and peer-to-peer communications. The online tools used were Facebook, VoiceThread, and video blogs created by the Center for Teaching and Learning at Brigham Young University (BYU). Our initial findings indicate that the use of regular video instructor-student and peer-to-peer communication can be an effective way to improve instructor immediacy and social presence in an online environment while maintaining the flexibility that draws students to online learning.
Boyle, I., Dyment, J.E., & O'Connell, T.S. (2011). The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. Journal of Outdoor Recreation, Education, and Leadership 3(3), 137-150. Retrieved 12/30/2013 from http://www.academia.edu/341348/
Abstract: Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection. Yet the classic tattered leather journal that has for centuries had aesthetic appeal has a direct competitor that is much more alluring to many students: Web 2.0 technologies, such as Blogs and VoiceThreads. The allure is particularly strong for students who have been labeled as "digital natives" and who are known for their expertise with digital technologies compared with previous generations. We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education. We begin by describing the technological opportunities that can be used by educators to facilitate this approach to journal writing. Specifically, we look at the tools of digital recording (ed., iPods, cameras, voice recorders) and Web 2.0 applications (blogs and VoiceThreads). We then turn to a discussion of the advantages of this form of journal writing before concluding with an examination of their limitations.
Brunvand, S. & Byrd, S. (2011). Using VoiceThread to Promote Learning Engagement and Success for All Students. TEACHING Exceptional Children 43(4), 28-37. Retrieved 12/30/2013 from http://VoiceThread.com/media/misc/support/JTECVoiceThread.pdf
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.
** Bush, L. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009. (pp. 3247-3250). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/31146
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.
** Carlson, D.L. & Archambault, L. (2013). Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology. Teacher Education and Practice 26(1), 117-142. Retrieved 12/12/2013 from http://eric.ed.gov/?id=EJ1002367
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.)
** Chen, J. & Yildiz, M. (2010). Preparing English Language Learners for Academic Success in the 21st Century: Teaching Multiple Literacies. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3152-3155). Chesapeake, VA: AACE. Retrieved December 30, 2013 from http://www.editlib.org/p/33854.
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.
** Costello, R. (2013). Voicethread as a Cognitive Tool. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. (pp. 361-369). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48128.
Abstract: This paper will explore the use of VoiceThread as a cognitive tool, and its uses and benefits at the center for teaching and learning at the Abington College of the Pennsylvania State University, as well as across several undergraduate courses throughout the entire university. Some of the research on the benefits of web 2.0, multimedia, and social networking applications as cognitive tools, and VoiceThread's representation of a progression in the series of these tools will also be explored.
** Elwood, S. (2010). Digital Storytelling: Strategies Using VoiceThread. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010. (pp. 1075-1079). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/33496
Abstract: Digital Storytelling has and will continue to evolve as current and emerging digital social network tools contribute towards redefining our society's communication styles and patterns. This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread. Samples using such strategies will be presented, along with the planning and process tools employed to create the final stories.
** Elwood, S. (2011). HOTS Designs for Interactive Media: An Instructional Planning Tool using VoiceThread. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. (pp. 923-925). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/36401.
Abstract: This review takes a look at current instructional design strategies displayed through VoiceThread creations. Summative reviews and the incorporation of Bloom's Taxonomy with Gardener's Multiple Intelligences provided a base for the instructional design model for quality VoiceThread media interactions in this round table discussion. Select samples created by preservice teachers for use in elementary classrooms using the design tool will be presented.
** Gillis, A., Luthin, K., Parette, H.P., & Blum, C. (2012). Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children. Early Childhood Education 40(4), 203--211. Retrieved 02/10/2014 from http://link.springer.com/article/10.1007%2Fs10643-012-0521-1#
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.
Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M. M., & Sherry, M. B. (2010). Video-based response & revision: Dialogic instruction using video and web 2.0 technologies. Contemporary Issues in Technology and Teacher Education. 10(2), 175 - 196. Retrieved 12/30/2013 from http://www.citejournal.org/articles/v10i2languagearts2.pdf
Abstract: This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors. This article describes how a focus on dialogic instruction and an adoption of a multiliteracies pedagogy guided the implementation and use of technologies within the project. Through multiple examples of curriculum, including excerpts from course materials, screencasts of the adopted networking platform, VoiceThread, and video of class sessions, the authors describe how a focus on the dialogic creates spaces for interactions that allow responsive and revisionary attitudes toward not only teaching practices, but the potential and place of technologies in teacher education.
Herlihy, D. & Pottage, Z. (2013). Formative assessment in a Web 2.0 environment: Impact on motivation and outcomes. Cambridge Research Notes 53, 9-17. Retrieved 12/10/2013 from http://www.cambridgeenglish.org/images/142798-research-notes-53-document.pdf
Abstract: The purpose of this action research project was to investigate the use of a Web 2.0 tool as a means of formative speaking assessment of students studying English for Academic Purposes (EAP) at Swinburne University English Language Centre in Melbourne. The particular tool we chose, VoiceThread, is an online space where students can listen to audio and video posts and respond via voice or text. A secondary aim was to develop a system of feedback that enhanced the learner experience in terms of developing learner motivation and improving learner engagement in the course. By using VoiceThread we attempted to create a space for authentic communication where both teachers and students could have access to recordings of students' voices. We used those recordings to inform our practice in the classroom and students used them to direct their self-study efforts. Follow this link to see a presentation on our research: https://VoiceThread.com/share/3331106/
Holland, J. (2010). Inspiring Active Learning with VoiceThread Technology. Instructional Technology and Distance Learning 7(4). Retrieved 12/11/2013 from http://www.itdl.org/Journal/Apr_10/article02.htm
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.
** Johnson, J.M., Ph.D. (2013). Innovative Learning Activities: Facilitating a Structured Controversy Using VoiceThread. Journal of Nursing Education 52(12), 720. doi: 10.3928/01484834-20131119-12
Abstract: Judith M. Johnson, PhD, MSN, RN, OCN, CNE
Sentara College of Health Sciences
** Kidd, J. (2013). Evaluating VoiceThread for Online Content Delivery and Student Interaction: Effects on Classroom Community. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 2158-2162). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48425.
Abstract: Student interaction is understood as an essential aspect of online instruction. This study examines the effect of using VoiceThread, a web 2.0 tool, as the primary medium for content delivery and student interaction for two online courses: one graduate, one undergraduate. Results suggest students find VoiceThread beneficial for learning course content and connecting to peers and instructor. Graduate students report greater benefits. Online students using VoiceThread had classroom community scores higher than students in sections not using the tool and comparable to students in face-to-face settings.
** Kidd, J. & Beaudry, J. (2013). Understanding Students' Online Communication Preferences and the Affordances of VoiceThread for Formative Assessment in Online Teaching. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 2163-2170). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48426.
Abstract: This paper explores connections between students' communication preferences and instructors' formative assessment practices in online learning. The purpose is to understand the use of VoiceThread, a web 2.0 application, to promote student interaction and formative assessment in an online environment. Results suggest VoiceThread facilitates student connections to instructor and peers. A disconnect is discussed between students' desire for peer interaction and their hesitancy to make audio and video comments more likely to promote social presence. Recommendations are made for using VoiceThread for formative assessment and to promote student interaction.
Kilgore, W., Mangrum, L.B., & Miller, J. (2014). Using VoiceThread in ARCS Instructional Design Approaches. Journal of Media Education 5(1), 16--22. Retrieved 02/12/2014 from http://en.calameo.com/books/000091789a61ca1caf809
Abstract: Teaching is a difficult task when learners are not engaged, motivated, and curious. Learning occurs within a person, the experience is unique to the individual. Studies have shown that motivated learners can expect 16% to 28% increases in achievement (Huett, Moller, & Young, 2008). This paper addresses the methods that can be leveraged to engage online learners, tap into their curiosity, and boost confidence. Through the use of the ARCS motivational model established by Keller, educators can tap into both the extrinsic and intrinsic motivation of the learners.
** Kobayashi, M. (2013). Using Web 2.0 in Online Learning: What Students Said About VoiceThread. In Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 234-235). Chesapeake, VA: AACE. Retrieved 12/12/2013 from http://www.editlib.org/p/111960
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.
McCormack, V. (2010). Increasing Teacher Candidate Responses through the Application of VoiceThread. International Journal of Arts and Sciences 3(11), 160 - 165 (2010) CD-ROM. ISSN: 1944-6934. Retrieved 12/30/2013 from http://openaccesslibrary.org/images/RLN147_Virginia_McCormack.pdf
Abstract: Free Web technology tool integration into education settings is growing exponentially because the tools promote creativity, collaboration, and communication. It is essential that teachers understand how to generate reflective learning opportunities using Web technologies to create optimal reflective learning environments. The author explored the use of VoiceThread, a Web 2.0 tool for more in-depth reviewing and reflecting on shared learning experiences. Participants were 25 teacher candidates, who participated in semi-structured interviews. The findings of this study suggested that the development and implementation of VoiceThread assignments increased student reflective response, engagement, and Web technology literacy.
McKane, P. (2011). Using VoiceThread for Communication in Mathematics Writing. TS. ERIC no. ED521286. Unpublished research paper, New York Institute of Technology. Retrieved 12/27/2013 from http://eric.ed.gov/?id=ED521286.
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.)
** Monroe-Ossi, H., Ohlson, T., Wehry, S. & Fountain, C. (2013). iPad Integration in the Primary Grades: Enhancing Literacy Instruction Through Teacher Professional Development. In Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 2175--2178). Chesapeake, VA: AACE. Retrieved 12/12/2013 from http://www.editlib.org/p/112273
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.
Nakagawa, A. (2010). Using VoiceThread for Professional Development: Probeware training for science teachers. PowerPoint presented at the 15th Annual Technology, Colleges, and Community Worldwide Online Conference. ETEC 690. Retrieved 12/30/2013 from http://scholarspace.manoa.hawaii.edu/handle/10125/15364
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.
Pacansky-Brock, M. (2010). VoiceThread: Enhanced Community, Increased Social Presence and Improved Visual Learning. Award winner: 2010 Sloan-C Effective Practice Award. Retrieved 12/30/2013 from http://sloanconsortium.org/effective_practices/VoiceThread-enhanced-community-increased-social-presence-and-improved-visual-lea
Abstract: VoiceThread is used in a community college online art appreciation class to supplement a course designed primarily in Blackboard. The visually-centric environment of a VoiceThread, utilized as a formative assessment that remains available to students for continued review and learning after a due date, increases the students' ability to understand visual concepts, while the video and voice comments increase community, as well as the students' perception of the instructor's social presence.
** Paiewonsky, M. (2011). Hitting the Reset Button on Education: Student Reports on Going to College. Career Development for Exceptional Individuals 34(1), 31-44. Retrieved 12/30/2013 from http://eric.ed.gov/?id=EJ920953
Abstract: Students with intellectual disabilities are taking the lead conducting participatory action research (PAR) to chronicle their college experience as part of a national college access initiative. This research currently involves college students with intellectual disabilities documenting their experiences using multimedia tools. These data are then shared via a digital storytelling website, VoiceThread. This article presents an overview of PAR, digital storytelling, and the methodology used to implement PAR with students with intellectual disabilities. Themes from the students' work highlight their impressions of college, their adjustment to new expectations and responsibilities, and their recommendations to improve this experience. The researcher's findings and conclusions about facilitating research with young adults with intellectual disabilities are described. (Contains 3 tables.)
** Pallos, H. & Pallos, L. (2011). Evaluation of Voicethread© technology to improve Japanese graduate students presentation skills in English in a blended learning environment. In S. Barton et al. (Eds.), Proceedings of Global Learn 2011 (p. 1078). AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/37302.
Abstract: Graduate students are required to present at international conferences where English is the lingua franca. However, Japanese graduate students often lack the confidence and are reluctant to give oral presentations about a pharmaceutical topic in English. In our paper, we detail how VoiceThread©, an easy to use web hosted technology for creating narrated collaborative slideshows, was successfully adapted to create a simulated conference environment for graduate students to improve their presentation skills. VoiceThread© was adapted to engage students in their fellow students' work, stimulate discussion, give feedback, and encourage collaborative learning. Students' presentation skills were assessed twice during the course in addition to the evaluation of the blended learning environment. Based on the survey results, the authors encourage educators to use VoiceThread© for collaborative work and improving students' presentation skills in a blended language teaching environment.
** Pallos, H. & Pallos, L. (2012). Voicethread in Pharmaceutical Sciences Courses. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (p. 1228). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/41767.
Abstract: VoiceThread, a web hosted asynchronous computer and mobile device mediated communication (CMC/MDMC) platform, has been incorporated in different pharmaceutical science courses for graduate and undergraduate students at Kanazawa University, Japan. It has been implemented for virtual lecture delivery, virtual seminar discussions, weekly brain storming sessions, and virtual laboratory practicum preparations. Learners' VoiceThread contributions have also served as part of students' e-portfolio assessment. This presentation will detail the implementation of these different strategies and discuss the potential benefits of these strategies for learners and educators. Narratives of the challenges encountered throughout the implementation of these strategies are also detailed in order to assist educators develop engaging VoiceThread tasks for online learning and distance education.
** Panettieri, R.C. (2013). VoiceThread: Learning Beyond the Classroom Walls. Radiologic Technology 84(6), 642-644. Retrieved 12/12/2013 from http://www.radiologictechnology.org/content/84/6/642.extract
Abstract: Students enrolled in radiologic technology programs are faced with many challenges. To be successful in the health care field, they must master both verbal and nonverbal skills. For educators, it has become increasingly difficult to instill and assess these proficiencies. Instructors favor traditional lecture and clinical competencies, but Web 2.0 technologies hold a certain allure for students with digital expertise.
** Pecot-Hebert, L. (2012). To Hybrid or Not to Hybrid, that Is the Question! Incorporating VoiceThread Technology into a Traditional Communication Course. Communication Teacher 26(3), 129-134. Retrieved 12/27/2013 from http://eric.ed.gov/?id=EJ969657.
Abstract: A hybrid course, which combines the face-to-face interactions of a traditional course with the flexibility of an online course, provides an alternative option for educating students in a new media environment. While educators often interact with their students through various electronic learning management systems that are set up within the university (i.e. Blackboard, Desire2Learn, WebCT), these systems do not lend themselves to collaborative, student-centered learning activities in the same way VoiceThread does. VoiceThread is an asynchronous program, meaning communication takes place at different times or over a certain period of time. With VoiceThread, students can participate in five ways: (1) text their response; (2) call in their response; (3) upload a written response; (4) verbally articulate their response; or (5) video chat their response. There is nominal fee associated with VoiceThread, and professors create a class account, which invites students to log in to the program and create their online profile. Students then comment on what the professor has uploaded and each conversation/comment is available for all other students in the class to hear. The activity for this project requires students to answer in either a verbal or video chat response so that they can practice their public speaking and presentational skills. In addition, other students can hear (and respond) to each posting, which provides everyone in the class with an equal chance to participate in the assignment. Therefore, this activity serves the same purpose of a response paper and asks students to engage with the assigned readings in a verbal manner. A list of references and suggested readings is included. (Contains 1 figure and 1 table.)
Segura Antony, J. (2014).. Using VoiceThread as a strategy for students to develop oral production through a collaborative task.. Retrieved 06/23/2014 from http://www.academia.edu/7385109/Using_VoiceThread_as_a_strategy_for_students_to_develop_oral_production_through_a_collaborative_task
Abstract:The use of the Information and Communication Technology (ICT) in education, especially those tools provided by the web 2.0, demands the development of different competences from students and teachers as well. Having this in mind, in my English classes I have been using different virtual tools so that students work cooperatively and actively in their learning process, and develop their competences in using the Web 2.0 in order to have a variety of possibilities to practice English.
** Smith, J. & Dobson, E. (2009). Beyond the Book: Using VoiceThread in Language Arts Instruction. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009. (pp. 712-715). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/32538.
Abstract: New information and communications technologies (ICT) are redefining the concept of literacy. Language arts educators have the responsibility to integrate new literacies into their instruction. VoiceThread is a web-based, collaborative, multimedia presentation tool that teachers can use with their students to improve reading, writing, speaking, and listening skills. This paper is a description of collaboration between a university faculty member in elementary education and an instructional technology consultant to incorporate ICT within a required graduate language arts methods class utilizing VoiceThread. A follow-up research study is in progress to determine 1)whether Web 2.0 tools, such as VoiceThread, effectively impact student literacy development 2)if teachers feel adequately prepared to implement 21st century skills in language arts instruction, and 3)barriers that exist for teachers in using Web 2.0 tools in promoting literacy.
** Solvie, P. (2013) Understanding Diversity and the Teacher's Role in Supporting Learning in Diverse Classrooms: Scaffolding Early Childhood Preservice Teachers' Growth in Initial Placements with VoiceThread. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. (pp. 1948-1951). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48386.
Abstract: This research is part two of a larger project that seeks to examine technology tools that support preservice teachers in considering their own cultural background, the diversity represented in classrooms, and their beliefs concerning efficacy as teachers in supporting student learning in diverse classrooms. Preservice teachers in their initial foundations course and in their initial placements in early childhood settings are participants in the study. In addition to Moodle, VoiceThread is used as a scaffolding tool based on findings from part one that revealed the preservice teachers' need for additional opportunities to review curriculum and instructional strategies, to dialog about observations, and to analyze their patterns of thinking. Pre and post survey data and reflection journals serve as data sources in this research study.
** Sun, Y., Yu, J. & Gao, F. (2013). Shared Video Media: A New Environment to Support Peer Feedback in Second Language Learning.. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. (pp. 1746-1751). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48359.
Abstract: The study explores how a shared video media, VoiceThread, supports an online environment for peer feedback in second language speaking. Fifty eight undergraduate students who enrolled in an intermediate Chinese language course participate in the study. During the study, the participants are asked to complete four speaking projects and provide feedback on their peer's performance in the projects using VoiceThread. Two surveys are conducted to understand participants' learning experience in the VoiceThread environment. The findings suggest that participants of this study perceive the activities in VoiceThread as beneficial to improve their oral Chinese proficiency. The process of assessing other's work and providing feedback to others is helpful for them to recognize the limitations in their own performances.
** Taylor, L. & Huang, H.W. Student Engagement in Online Multimedia Communication. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. (pp. 786-788). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/36372
Abstract: This study used and evaluated VoiceThread, a new Web 2.0 multimedia communication tool during an online research course. VoiceThread is a web-based asynchronous multimedia presentation tool designed to facilitate online conversations via multimedia. One can post comments using a microphone, telephone, text, uploaded audio file, or video. This is an asynchronous way to facilitate student interaction and collaboration with the professor monitoring. This course required three assignments using VoiceThread. VoiceThread interactions were analyzed to identify if there was a preference in the medium students chose to use to communicate (text, voice, video) along with student interaction and addressivity. The effectiveness of VoiceThread was also measured by the Community of Inquiry Model in respects to Teaching Presence, Cognitive Presence and Social Presence.
** Wane, L. (2010). Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course. The Internet and Higher Education 13(4) Special Issue on Web 2.0, 267-271, ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.07.002. Retrieved 12/30/2013 from http://www.sciencedirect.com/science/article/B6W4X-50JPNDC-1/2/3bbcd67720cc20e75e760b0eeb898ccd
Abstract: This study investigated the effects and experiences of a mutual assessment framework (CoPf) in an online graduate course at a mid-west university. CoPf was integrated into the course structure as an innovative application of the standard e-portfolio assessment tool. Using a mixed method, the study first explored the effects of CoPf compared to the standard e-portfolio in relation to the promotion of revisions to students' work, students' final course grades, and interactions both between the students and the instructor and among students. Qualitative analysis was then conducted to inquire the students' experiences in the CoPf course and how they perceived these experiences. Findings from the data analysis were presented and the contributions/implications of the study were discussed.
Theses and Dissertations
** Blomberg, G.M. (2013). Vocabulary discourse: Developing meaning through "VoiceThread" publication (Doctoral dissertation). Available from ETD Collection for Fordham University (Paper AAI3560808).
Abstract: This qualitative study investigated how third-grade students from low-income families talked about target vocabulary words when asked to create a VoiceThread publication. VoiceThread is a web-based publication tool that allows students to post pictures and attach voice-recordings to each picture. There were three student participants in my study. Data in the present study were triangulated through the use of: (a) videotaped observations/ transcriptions, (b) researcher field notes, (c) review of complete VoiceThread publications, and (d) pretest and posttest results. The data revealed the complexities of the connections, identities, and relationships of the participant group and how they related to vocabulary acquisition. The data also revealed an evolution of incremental understandings of target vocabulary words. Participants also demonstrated improvement as to their understandings of interrelatedness and multidimensionality of words. The participating students relied greatly on selected images during their discourse and VoiceThread recording, but did not often reference the selected pictures during individual posttests. The findings of my study indicated that VoiceThread is a successful medium for inspiring talk about vocabulary words in order to develop incremental understandings of target vocabulary words. The findings of this study also indicated that singular image selections may serve to limit talk about target vocabulary words.
Cleveland, N.L. (2012). The Efficacy of Using VoiceThread as a Formative Assessment Tool and a Way to Foster a Greater Sense of Online Community in a Hybrid Geoscience Course (Master's Thesis). Available from Montana State University ScholarWorks.
Abstract: VoiceThread replaced traditional PowerPoint lecture notes and discussion forums in the online component of a hybrid geoscience general education course. This technology facilitated a greater sense of course community and instructor presence, which increased student engagement and learning. The ability to make comments using various text and audio capabilities around visual media improved student-teacher and student-student interactions. Audio capabilities were not well utilized by students but students appreciated the instructor audio comments and feedback. Student comments on VoiceThread enabled the instructor to have a clearer understanding of student learning and misconceptions, which was then used to plan interventions and modifications in learning strategies.
** Zorigian, K. A. (2009). The effects of web-based publishing on students' reading motivation (Master's Thesis). Available from ProQuest Dissertations & Theses database (no. 304963123).
Abstract: Researchers have suggested that students referred to special education services for specific learning disabilities also experience reading difficulties. Research also suggests that students who experience reading difficulties also tend to have low reading and achievement motivation scores. This study examined the effects of a web-based publishing website VoiceThread have on student reading and achievement motivation. The study specifically addressed two questions. The first question: will students' reading motivation improve after participating in a VoiceThread web-based publishing project? The second question: What aspects of the technology used during the VoiceThread project will students perceive as positively impacting their reading motivation? Findings indicated that through participation in the web-based publishing projects student reading motivation increased. Additionally common themes were established and highlighted as a result of student responses according to the specific aspects of technology that helped increase their motivation.
Lopez, O., Ph.D. (2006). Lighting the Flame of Learning for English Language Learners Through the Use of Interactive Whiteboard Technology (White Paper). Retrieved 12/30/2013 from http://extranet.mypromethean.com/us/upload/pdf/ELL_WhitePaper.pdf.
Abstract: This paper describes the value of an interactive white board (IWB) for meeting the goals set forth by The National Research Council (2000). VoiceThread meets these goals in the same way, yet goes beyond the IWB by allowing for more media-types, freedom for peer feedback, as well as for trial-and-error presenting, and more.