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

Gillis, Afton; Luthin, Katie; Parette, Howard P.; Blum, Craig

doi:10.1007/s10643-012-0521-1

Cited by 11 publications

(5 citation statements)

References 8 publications

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“…For example, since this study began, one of the authors has experimented with requiring students to record and upload video responses to discussion forums. There are also new tools available that feel more authentically dialogic, such as VoiceThread (Brunvand and Byrd, 2011; Gillis et al , 2012) that operate within many LMSs, or Slack, which operates outside of LMS. This study did not specifically focus on these new video and discussion forum experimentations since they were incorporated after the students in this study completed the course.…”

Section: Discussion and Future Researchmentioning

confidence: 99%

Online learning for social justice and inclusion

Montelongo¹,

Eaton

2019

IJILT

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PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

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Section: Discussion and Future Researchmentioning

confidence: 99%

Online learning for social justice and inclusion

Montelongo¹,

Eaton

2019

IJILT

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“…One example of a free Web 2.0 technology having UDL features is VoiceThread (VoiceThread LLC 2007. 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).…”

Section: Voicethread: a Readily Available Technology Having Udl Featuresmentioning

confidence: 99%

“…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). Gillis et al (2012) have described features of VoiceThread and how it can be used with young children for emergent literacy activities.…”

Section: Voicethread: a Readily Available Technology Having Udl Featuresmentioning

confidence: 99%

“…In fact, the expansion and personalization of readily-available technology that is integrated into children's daily life has now been considered developmentally-appropriate practice or DAP (National Association for the Education of Young Children (NAEYC) 2012; Parette and Blum 2012;Parette et al 2010). DAP means that activities and materials used in the delivery of the curriculum are individual appropriate, age appropriate, and socially and culturally appropriate (NAEYC 2009).…”

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confidence: 99%

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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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“…However, mixed-methodology designs that incorporated quantitative and qualitative components were included. For an example of an excluded study, Gillis, Luthin, Parette, and Blum (2012) discussed the use of VoiceThread to promote language for at-risk young children or children with disabilities in early education settings. In this study report, the authors presented a conceptual representation and not an empirical design and the study was, therefore, excluded.…”

Section: Research Design For the Literature Reviewmentioning

confidence: 99%

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children

Evans¹

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• The child will ask why? • The child may experience dysfluency. Notably, young children achieve the milestones at different rates. Generally agreed on in the field of speech and language pathology, toddlers between the ages of 18 months and 2 years should reach the 50-word mark for expressive lexicon productions and begin to combine two words. Children who fail to produce 50 words and two-word combinations at 24 months might be delayed in expressive language development. Toddlers also begin to combine words for more advanced sentence forms using a combination of syntax features and grammatical morphemes (Brown, 1973). In addition, they gain the meaning of the words. Bloom and Lahey (1978) termed this as children applying semantic-syntactic rules. As demonstrated, language milestones for children 2 to 3 years old is a complex integration of several factors and are achieved at different rates. Expressive Language Definition and Constructs Young children with limited expressive vocabulary are a concern for parents and early interventionists. As indicated by the ASHA's (2012) guidelines regarding typical milestones, by the age of three, children should be able to express themselves in a shared communication experience. According to Bzoch and League (1970), if a child has not mastered expressive communication milestones by age three, a developmental concern with expressive language is apparent. However, expressive language disorder is difficult to define due to its multidimensional nature. An article published in the American Academy of Pediatrics by Fischel, Whitehurst, Caulfield, and DeBaryshe (1989) stated that "developmental expressive language disorder is a frequently occurring condition in

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

Cited by 11 publications

References 8 publications

Online learning for social justice and inclusion

Online learning for social justice and inclusion

Universal Design for Learning and Technology in the Early Childhood Classroom

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children

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