Research Publications

Educators and Administrators contact us frequently for scholarly articles. Here we endeavor to compile a list of these sources of research relevant to VoiceThread in education down below in our Publication Library

Articles compiled here have been frequently used for:

  • Research for applications or educational grants and federal funding
  • In General, being awesome with the product and imprssing your friends
  • Research and insight on how VoiceThread improves comprehension
  • Those in multisensory environments always do better than those in unisensory environments. The have more recall with better resoultion that lasts longer, evident even 20 years later.

    Jon Medina, author Brain Rules

    K-12 PD
    VoiceThread for Digital Education. Angry Bunny Press (2013)

    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

    Retrieved 12/30/2013 from http://www.smashwords.com/books/view/333499

    K-12 LL PD
    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) (2011)

    Summary

    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 12/30/2013 from http://www.editlib.org/p/36796

    K-12 PD
    Using VoiceThread to Promote Learning Engagement and Success for All Students. TEACHING Exceptional Children 43(4), 28-37 (2011)

    Summary

    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 12/30/2013 from http://VoiceThread.com/media/misc/support/JTECVoiceThread.pdf

    K-12 LL
    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 (2009)

    Summary

    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 12/30/2013 from http://www.editlib.org/p/31146

    Summary

    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 12/12/2013 from http://eric.ed.gov/?id=EJ1002367

    K-12 LL
    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. (2010)

    Summary

    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 12/30/2013 from http://www.editlib.org/p/33854

    Summary

    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 02/10/2014 from http://link.springer.com/article/10.1007%2Fs10643-012-0521-1#

    K-12
    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. (2013)

    Summary

    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 12/12/2013 from http://www.editlib.org/p/112273

    K-12 HE PD
    Inspiring Active Learning with VoiceThread Technology. Instructional Technology and Distance Learning 7(4).(2010)

    Summary

    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 12/11/2013 from http://www.itdl.org/Journal/Apr_10/article02.htm

    K-12 PD
    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. (2013)

    Summary

    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 12/12/2013 from http://www.editlib.org/p/111960

    K-12
    Using VoiceThread for Communication in Mathematics Writing. TS. ERIC no. ED521286. Unpublished research paper, New York Institute of Technology. (2011)

    Summary

    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 12/27/2013 from http://eric.ed.gov/?id=ED521286