“Those in multisensory environments always do better than those in unisensory environments. They have more recall with better resolution that lasts longer, evident even 20 years later.”
- John Medina, author Brain Rules
in TEACHER EDUCATION AND PRACTICE 26(1), 117-142. (2013)
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.)
in JNCOLCTL VOLUME 21 SPRING 2016, ORAIB MANGO, WORLD LANGUAGES AND LITERATURES CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO.
The current study investigated the effects of the use of VoiceThread (VT) on the listening comprehension and attitudes of college students of Arabic as a foreign language. Thirty-five students in two 10-week classes of beginning Arabic participated in this study. The instruction in both classes was the same except that, for one group, the instruction was supplemented by the use of VT to enhance listening and speaking skills during the 10 weeks. Upon completion of the class, students using VT showed superior listening skills. Moreover, an Attitude and Engagement survey showed that the students enjoyed using VT and viewed it as a valuable tool that enhanced their language learning.
in VATESOL (VOLUME 19, ISSUE 1, MARCH 2016), AND THE WATESOL (WINTER 2017 EDITION) NEWSLETTERS
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.
in TEACHING EXCEPTIONAL CHILDREN JAN/FEB 2014 HOWARD P. PARETTE, JR. AND CRAIG BLUM
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.
in TS. ERIC NO. ED521286. UNPUBLISHED RESEARCH PAPER, NEW YORK INSTITUTE OF TECHNOLOGY. (2011)
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.)
in POWERPOINT PRESENTED AT THE 15TH ANNUAL TECHNOLOGY, COLLEGES, AND COMMUNITY WORLDWIDE ONLINE CONFERENCE. ETEC 690. (2010)
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.
in TECHTRENDS, ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS & TECHNOLOGY 2017. PEGGY M. DELMAS UNIVERSITY OF SOUTH ALABAMA.
A sense of belonging to a learning community has been identified as one of the factors contributing to greater student satisfaction and persistence in online education pro-grams. Using the community of inquiry framework as a theoretical guide, the purpose of this study was to explore the role of VoiceThread, a web-based platform that facilitates cloud communication, in creating a sense of community for U.S. adult learners in the online environment. This study surveyed 39 students in a College of Education fully online master’s program and in a blended doctoral program regarding their experiences using VoiceThread in their courses. Results indicate that students perceive VoiceThread positively in the creation of online community. Students reported feeling more connected their classmates due to the tool’s ability to add voice to online activities. Students also felt more connected to their instructor due to VoiceThread’s ability to humanize, or make the instructor seem real.
in EARLY CHILDHOOD EDUCATION 40(4), 203-211.(2012)
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.
in 'USING VOICETHREAD TO ENHANCE LEARNING' NIMA SALEHI AND MARY ROWAN, ( JULY 30, 2015). MINNESOTA ELEARNING SUMMIT. PAPER 32
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.
in JOURNAL OF PROFESSIONAL NURSING JANUARY-FEBRUARY, 2017, VOLUME 33, ISSUE 1, PAGES 20-26. OLA H. FOX, DNS, CNL, SPRING HILL COLLEGE.
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.