Annotated References for Video Presentation
Transferring Assessment Practices
Beebe, Vonderwell, and Boboc (2010) focused on assessment practices used in the F2F setting that could be transferred to online environments. The study consisted of seven higher education faculty representing five four-year universities and two two-year colleges. There were interview questions related to the participants’ initial considerations and elaboration on the design process. Follow up questions required participants to focus on the analysis of the perceived differences. Beebe et al. (2010) found that higher-order thinking skills are not common among traditional assessments. As a result, the researchers found that in designing online assessments, time management, structure, student responsibility, and the complexity of content should be considered.
Multimedia Albums
Fantozzi (2012) exposes educators to technology that can be used in a preschool setting for the purpose of students interacting with media. The sample classroom is a mix of children ages three to five in New Jersey. While their teachers are away at a conference on the west coast, students use VoiceThread to view pictures and hear messages from their teachers about elephant seals. Students also ask their teachers questions and later check for responses. The interaction with VoiceThread prompted many of the children to ask for help researching information about elephant seals. Fantozzi (2012) found that the multimodal combination of VoiceThread helps children become multi-literate and supports social communicative behaviors.
Learning Engagement and Success
In their article, Brunvand and Byrd (2011) highlight the various features of VoiceThread that makes it an essential tool to use for distance education. The management features of VoiceThread make it a secure program to use. Classroom accounts are private allowing only class members and the teacher to share the threads that have been created. VoiceThread provides opportunities for learners to take ownership of their learning and demonstrate their knowledge through interactive discussions with classmates and the teacher. In addition, the comment moderation function allows the teacher to solicit responses from students without the students being able to view comments from their peers. In their study, Brunvand and Byrd (2011) found that the use of VoiceThread builds confidence in students’ comprehension of text.
Students with Learning Difficulties
Lee (2012) conducted a study to investigate the effects of technology as it relates to learning motivation and comprehension with students whom demonstrate learning difficulties. The subjects were 20 Taiwanese EFL children between grades two through six whom were identified as at-risk students. A one-year remedial storytelling program that required students to be pulled out of their classroom environment once per week for 35 minutes was put in place. Throughout the year, survey questionnaires, teacher interviews, and the storyteller’s ethnographic notes were collected to exam the progress. Three main features of VoiceThread were used; imaging, doodling, and recording (Lee, 2012). Results of the study showed that the use of technology supports storytelling for students with learning difficulties and promotes positive behavior and attitude towards learning.
Communicating in Mathematics
McKane (2011) conducted a study to determine if the use of technology would increase the level of student communication in mathematics. The study consisted of 21 fourth grade students in a rural area in the state of New York. Questions from the state’s 2009 Math exam were used in the study and included a graphic organizer. Students answered word problems and completed a survey about the use of VoiceThread. Eight participants revealed that they did not initially understand the questions but received clarification after listening to responses of other participants. Thirteen participants stated that using VoiceThread helped them understand and confirm their answers were correct (McKane, 2011). As a result of the study, it is implied that the use of VoiceThread increases communication in mathematics and 21st century skills.
References
Beebe, R., Vonderwell, S., and Boboc, M. (2010). Emerging patterns in transferring assessment practices from f2f to online environments. Electronic Journal of e-learning, 8(1), 1-12. Retrieved from www.ejel.org
Brunvand, S. and Byrd, S. (2011). Using voicethread to promote learning engagement and success for all students. Teaching exceptional children, 43(4), 28-37. Retrieved from www.voicethread.com/media/misc/support/JTECVoiceThread.pdf
Fantozzi, V. (2012). Exploring elephant seals in New Jersey: Preschoolers use collaborative multimedia albums. National association for the education of young children, 67(3), 42-46, 48-49. Retrieved from www.naeyc.org/yc/pastissues/2012/may
Good, R. (2011). George Siemens interview on learning, connectivism, social media. Retrieved from www.scoop.it/t/connectivism/p/373354031/george-siemens-interview-on-learning-connectivism-social-media-the-robin-good-show-on-blip-tv?tag=EFL
Laureate Education, Inc. (2008). Siements, G. Assessment of Collaborative Learning [Video webcast]. Baltimore, MD.
Laureate Education, Inc. (2008). Siemens, G. Learning Communities [Video webcast]. Baltimore, MD.
Lee, S. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. Turkish online journal of educational technology, 11(3), 297-307. Retrieved from www.tojet.net
McKane, P. (2011). Using voicethread for communication in mathematics writing. Retrieved from www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED521286
