Augustsson, G. Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education. Special Issue on Web 2.0. Volume 13, Issue 4. Pages 197-205. December 2010. Retrieved 3/30/11 from: http://dx.doi.org/10.1016/j.iheduc.2010.05.005

Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology. The case study method was chosen because of the desire not to manipulate the students' behaviour, and data was collected in parallel with course implementation. Two particular circumstances made the case study method appropriate: the impossibility to control student activities, and the study of contemporary and ongoing events. The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others. The findings implicate that Web 2.0 technology can be used as a valuable supplement in a campus course where other teaching takes place in time and space.

Borup, J., Graham, C.R. & Velasquez, A. The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in an Online Course. In D. Gibson & B. Dodge (Eds.)Proceedings of Society for Information Technology & Teacher Education International Conference 2010. (pp. 337-344). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/33358

Abstract: In this paper we share our experiences with using asynchronous video communications to increase teacher immediacy and social presence during a technology integration course for pre-service teachers. We describe three cases where asynchronous video was used to facilitate instructor-student and peer-to-peer communications. The online tools used were Facebook, VoiceThread, and video blogs created by the Center for Teaching and Learning at Brigham Young University (BYU). Our initial findings indicate that the use of regular video instructor-student and peer-to-peer communication can be an effective way to improve instructor immediacy and social presence in an online environment while maintaining the flexibility that draws students to online learning.

Brunvand, Stein and Byr, Sara. Using VoiceThread to Promote Learning Engagement and Success for All Students. The Council for Exceptional Children (CEC): TEACHING Exceptional Children. March/April 2011 issue. Retrieved 3/30/11 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.

Smith, J. & Dobson, E. Beyond the Book: Using VoiceThread in Language Arts Instruction. In T. Bastiaens et al. (Eds.) Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009. (pp. 712-715). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/32538

Abstract: New information and communications technologies (ICT) are redefining the concept of literacy. Language arts educators have the responsibility to integrate new literacies into their instruction. VoiceThread is a web-based, collaborative, multimedia presentation tool that teachers can use with their students to improve reading, writing, speaking, and listening skills. This paper is a description of collaboration between a university faculty member in elementary education and an instructional technology consultant to incorporate ICT within a required graduate language arts methods class utilizing VoiceThread. A follow-up research study is in progress to determine 1)whether Web 2.0 tools, such as VoiceThread, effectively impact student literacy development 2)if teachers feel adequately prepared to implement 21st century skills in language arts instruction, and 3)barriers that exist for teachers in using Web 2.0 tools in promoting literacy.