Atkinson, Simon and Burden, Kevin. Evaluating pedagogical affordances of media sharing Web 2.0 technologies: A case study. Ascilite, 2008. (Melbourne, Australia). Retrieved 3/30/11 from: http://hull.academia.edu/KevinBurden/Papers/73672/Evaluating_pedagogical_affordances_of_media_sharing_Web_2.0_technologies_A_case_study

Abstract: This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult for educators to gauge their actual value in practical terms. In many cases, the latest Web 2.0 technologies are superseded almost before they emerge from their beta testing phase. Rather than focusing on the individual characteristics or details of the technology itself, this case study uses a new learning design framework (the Digital Artefacts for Learner Engagement framework: DiAL-e) to chart the affordances and uses which educators might find valuable. The tool has been used as the basis of an on-line pilot project for the Joint Information Service Committee (JISC) in the UK, in which academics from further and higher education have been learning how to harness the potential of digital artefacts and Web 2.0 tools to enhance teaching and student learning. The initial responses from participants and tutors indicate this is a useful instrument through which to evaluate the potential pedagogical value of a particular application set within a wider socio-cultural context.

Augustsso, 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.

Boyle, Ian. Dyment. Janet E. O'Connell, Timoth S. The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. Independent.Academia.Edu. Retrieved 3/30/11 from: http://independent.academia.edu/IanBoyle/Papers/303036/The_intersection_of_Web_2.0_technologies_and_reflective_journals_An_investigation_of_possibilities_potential_and_pitfalls._in_press_

Abstract: Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection. Yet the classic tattered leather journal that has for centuries had aesthetic appeal has a direct competitor that is much more alluring to many students: Web 2.0 technologies, such as Blogs and Voicethreads. The allure is particularly strong for students who have been labeled as "digital natives" and who are known for their expertise with digital technologies compared with previous generations. We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education. We begin by describing the technological opportunities that can be used by educators to facilitate this approach to journal writing. Specifically, we look at the tools of digital recording (ed., Ipods, cameras, voice recorders ) and Web 2.0 applications (Blogs and VoiceThreads). We then turn to a discussion of the advantages of this form of journal writing before concluding with an examination of their limitations.

Bush, L. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom. In I. Gibson et al. (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2009. (pp. 3247-3250). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/31146

Abstract: Today?s classrooms are definitely changing. While in the past, additional language teachers might have only had target-language newspapers and periodicals at their disposal to create an authentic L2 language learning environment for their students, today?s technological tools erase the barriers that once separated L1 and L2 learners and their environments. With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.

Chen, J. & Yildiz, M. Preparing English Language Learners for Academic Success in the 21st Century: Teaching Multiple Literacies. The Council for Exceptional Children (CEC): TEACHING Exceptional Children. (pp. 3152-3155). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/33854

Abstract: During this session, we will: 1) discuss the emergence of new literacies, especially digital storytelling, in the teaching and learning of English Language Learners (ELLs); 2) engage participants in an interactive discussion concerning the implications of the various new literacies for pedagogical practice; 3) demonstrate the power of digital storytelling in promoting the learning of ELLs by showing on a laptop a digital story produced by one of our students; 4) share the process of creating personal stories using a storyboard technique as a learning and teaching tool; and 5) invite participants to share their experience of creating a personal story as a way to explore how they would translate this written story into a digital form. Through these activities, we hope that participants will be motivated to explore other pedagogical possibilities for helping ELLs acquire new literacies and literate skills, thereby broadening these students? educational experience.

Elwood, S. Digital Storytelling: Strategies Using VoiceThread. In D. Gibson & B. Dodge (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2010. (pp. 1075-1079). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/33496

Abstract: Digital Storytelling has and will continue to evolve as current and emerging digital social network tools contribute towards redefining our society?s communication styles and patterns. This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread. Samples using such strategies will be presented, along with the planning and process tools employed to create the final stories.

Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M. M., & Sherry, M. B. Video-based response & revision: Dialogic instruction using video and web 2.0 technologies. Contemporary Issues in Technology and Teacher Education. 10(2), 175 - 196. Retrieved 3/30/11 from: http://www.citejournal.org/articles/v10i2languagearts2.pdf

Abstract: This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors. This article describes how a focus on dialogic instruction and an adoption of a multiliteracies pedagogy guided the implementation and use of technologies within the project. Through multiple examples of curriculum, including excerpts from course materials, screencasts of the adopted networking platform, Voicethread, and video of class sessions, the authors describe how a focus on the dialogic creates spaces for interactions that allow responsive and revisionary attitudes toward not only teaching practices, but the potential and place of technologies in teacher education.

Lopez, Dr. Omar. Lighting the Flame of Learning for English Language Learners Through the Use of Interactive Whiteboard Technology. White Paper, Su-2006-01. The Corporation for Public School Education K16 www.cpse-k16.com. Summer 2006. Retrieved 3/30/11 from: http://extranet.mypromethean.com/us/upload/pdf/ELL_WhitePaper.pdf

Abstract: This paper describes the value of an interactive white board (IWB) for meeting the goals set forth by The National Research Council (2000). VoiceThread meets these goals in the same way, yet goes beyond the IWB by allowing for more media-types, freedom for peer feedback, as well as for trial-and-error presenting, and more.

McCormack, Virginia. Increasing Teacher Candidate Responses through the Application of VoiceThread. International Journal of Arts and Sciences. 3(11): 160 - 165 (2010) CD-ROM. ISSN: 1944-6934. Retrieved 3/30/11 from: http://openaccesslibrary.org/images/RLN147_Virginia_McCormack.pdf

Abstract: Free Web technology tool integration into education settings is growing exponentially because the tools promote creativity, collaboration, and communication. It is essential that teachers understand how to generate reflective learning opportunities using Web technologies to create optimal reflective learning environments. The author explored the use of VoiceThread, a Web 2.0 tool for more in-depth reviewing and reflecting on shared learning experiences. Participants were 25 teacher candidates, who participated in semi-structured interviews. The findings of this study suggested that the development and implementation of VoiceThread assignments increased student reflective response, engagement, and Web technology literacy.