Using VoiceThread to Promote Learning Engagement and Success for All Students

Brunvand, Stein; Byrd, Sara E.

doi:10.1177/004005991104300403

Cited by 61 publications

(55 citation statements)

References 5 publications

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“…The project also indicates that in order to fulfill this goal, the integration of information technology in the classroom is a must. VoiceThread, a computer tool which is easily accessible, cost effective, and adaptable to many learning settings (Brunvand & Byrd, 2011) is extremely helpful in developing students' oral competency and encouraging students to speak. This presentation shows how it is possible to integrate VoiceThread into EFL speaking class by (a) guiding the participants through the process of setting up VoiceThread accounts, (b) familiarizing them with VoiceThread's basic functions, (c) demonstrating step-bystep a lesson plan which utilizes VoiceThread, and (d) suggesting inside and outside classroom speaking ideas using VoiceThread.…”

Section: One Of the Ultimate Goals Of Vietnam's Teaching And Learningmentioning

confidence: 99%

Integrating VoiceThread into EFL Speaking Class

Ho¹

2018

ILI

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In EFL classrooms, teaching speaking is difficult because of limited time, students' inhibitions, and low participation. Incorporating VoiceThread into EFL speaking classes can help with students' anxiety and encourage shy students to participate in multiple conversations. It also motivates students as they can add images and videos to create presentations. Session DescriptionOne of the ultimate goals of Vietnam's Teaching and Learning Foreign Languages in The National Education System, Period 2008 -2020 Project (2008) states "by the year 2020 most Vietnamese youth whoever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently" (p. 1). The project also indicates that in order to fulfill this goal, the integration of information technology in the classroom is a must. VoiceThread, a computer tool which is easily accessible, cost effective, and adaptable to many learning settings (Brunvand & Byrd, 2011) is extremely helpful in developing students' oral competency and encouraging students to speak. This presentation shows how it is possible to integrate VoiceThread into EFL speaking class by (a) guiding the participants through the process of setting up VoiceThread accounts, (b) familiarizing them with VoiceThread's basic functions, (c) demonstrating step-bystep a lesson plan which utilizes VoiceThread, and (d) suggesting inside and outside classroom speaking ideas using VoiceThread. The presenter will also allow time for a discussion on some pitfalls in integrating VoiceThread into EFL speaking class and encourage participants to share their own ideas of using VoiceThread.This presentation is intended for EFL high school teachers interested in incorporating pedagogical knowledge and skills with technology to enhance their ability to teach speaking.

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Section: One Of the Ultimate Goals Of Vietnam's Teaching And Learningmentioning

confidence: 99%

Integrating VoiceThread into EFL Speaking Class

Ho¹

2018

ILI

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“…This tool has an array of uses in an early childhood classroom (Gillis et al 2012). In the most general sense, VoiceThread might be described as a multimedia slide show tool that displays images, documents, and videos (Brunvand and Byrd 2011). Its potential lies in the ability of both the young child or education professional to create and upload content, explore slides, and construct comments using voice, text, audio file, video, or doodling (drawing).…”

Section: Voicethread: a Readily Available Technology Having Udl Featuresmentioning

confidence: 99%

Universal Design for Learning and Technology in the Early Childhood Classroom

Blum

Parette

2014

Young Children and Families in the Information Age

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Instructional technology (IT) integration hinges on several principles: (a) the technologies should align well with the curriculum, (b) the choice of technology should be based on how well the tool serves classroom learning and teaching needs, and (c) teachers must ensure opportunities for all children to participate and learn in the technology-rich environment. To serve the needs of all young children in a technology-supported curriculum, a framework known as "universal design for learning" (UDL) proves helpful. Early childhood curricula that employ UDL principles are proactive and designed to provide young children with multiple means of (a) engagement, (b) action and expression, and (c) representation. Varying strategies and materials are used in assessments, goals, curricula content, the classroom environment, instructional methods and materials, and interactions with children. Technology use affords early childhood education professionals the opportunity to create such accessible classroom settings. This chapter explores the relationship between information literacy, technology literacy, and universal design for learning in early childhood education. Vignettes illustrating practical classroom applications are presented. Keywords

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“…Generally, it might be described as a multimedia slide show tool that displays images, documents, and videos (Brunvand and Byrd 2011). VoiceThread enables a child to both create and explore slides and construct comments using voice, text, audio file, or video.…”

Section: Voicethread: a Readily Available Technology Having Udl Featuresmentioning

confidence: 99%

“…School and classroom subscriptions automatically make any VoiceThread private, restricting the population of viewers to selected early childhood education professionals and children. Established email accounts for children are not necessary for the development of a VoiceThread account, a requirement of many Web 2.0 tools (Brunvand and Byrd 2011).…”

Section: Advantages To Using Voicethreadmentioning

confidence: 99%

“…Third, VoiceThread is easily adaptable for flexible use in a range of classroom settings and activities (Blum et al 2011;Brunvand and Byrd 2011;Parette 2011). Using VoiceThread, young children in preschool, kindergarten, and public school early childhood settings are afforded the opportunity to participate in the curriculum using different learning modalities.…”

Section: Advantages To Using Voicethreadmentioning

confidence: 99%

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Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children

Gillis

Luthin

Parette

et al. 2012

Early Childhood Educ J

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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 stepby-step guide is presented to create and use VoiceThread.Keywords VoiceThread Á Technology Á Early childhood education Á Universal design for learning Á Language An important contributing factor to the failure of many young children not becoming skillful readers and writers is lack of emergent literacy skill development early in life (Easterbrooks et al. 2010;Johnson and Goswami 2010;Justice et al. 2009). Early childhood education professionals may be responsible for identifying unique technology tools that may be used to target language and emergent literacy skills among children in early childhood education settings. The use of an array of approaches (e.g., visual and auditory) used in conjunction with current and emerging technology tools can support development of language and emergent literacy skills necessary for gaining general knowledge, communicating effectively, and functioning as literate members of society. Role of Technology in Twenty-First Century Early Childhood SettingsTechnology is being integrated into twenty-first century early childhood settings with increasing frequency. Recognition of the role of technology as a developmentally appropriate practice (DAP) is unfolding (Parette et al. 2010;Wang et al. 2010), and the National Association for the Education of Young Children (2011) is currently revising its position statement on technology and DAP. Numerous hardware and software products are readily available in early childhood education educational settings. Recent research has indicated that more than 90 % of educational settings provide children access to computers with broadband connections to the Internet (Overbaugh and Lu 2008). Classrooms increasingly are equipped with SMART products, such as interactive whiteboards, displays, and learning centers. Also, the iPad is being used to develop integrative lessons and study aids.The expansive array of available technology has advanced the efficacy of learning for children. Now more than ever, early childhood education professionals are recognizing the potential for technology to enhance children's acquisition of knowledge. The use of technology has a profoundly positive impact on higher order thinking, selfconcept, motivation, and independence (Hew and Brush 2007). Although early childhood education professionals are aware of the valuable contributions of technology on

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Using VoiceThread to Promote Learning Engagement and Success for All Students

Cited by 61 publications

References 5 publications

Integrating VoiceThread into EFL Speaking Class

Integrating VoiceThread into EFL Speaking Class

Universal Design for Learning and Technology in the Early Childhood Classroom

Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children

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