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 K-12 Education.
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* 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.
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. (2009). 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.
** 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.
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.
** 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.
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.
** 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.
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.
** 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.