Using VoiceThread in PK-2 Classroom: Reading Reflection #8

The next article that I chose to read is written by Missy Ball and speaks about the web 2.0 tool that uses images and videos that are uploaded onto a slideshow presentation that can then be accessed by students, teachers, and parents. Student work can then be commented on through the use of a “microphone, a video camera, keyboard, or a doodle pen” (Ball, 34). Accounts that are particularly geared toward educators can be created that have a variety of membership tiers. There are paid and free versions with different accessibility options and features.

The author speaks about the usefulness of the program in the PK-2 grade level for emerging readers and writers. The reason behind this is the use of pictures and sounds that make it much more visually appealing to beginning readers. Discussions can also be started through VoiceThread which helps which students who are too shy to participate in the classroom setting.

Ball then gave a variety of ways to use VoiceThread by the different subject matters. For example in the subject of science: “The teacher can post pictures of students completing a science experiment. Students have to comment on each picture, explaining what is happening in the picture using at least three science words (Ball, 34). Another example is in the subject of art where “students can take pictures of class art and then have the student artists record themselves explaining their places and commenting on other pieces (Ball, 34). These are great ideas because they range from a variety of subject area matters and go further than just the core concepts.

The following sentence from the article made me think of the ISTE NETS: “These features lead to increased confidence in using computers and the internet, and they prepare students for reflection and revision as a part of the creative process” (Ball, 34). The standard that came to mind immediately was standard two for teachers: “design and develop digital-age experiences and assessments”.  Teachers would be able to aid students in the creative process by designing and developing digital-age experiences through VoiceThread.

I began to think if I could use VoiceThread in my classroom and immediately thought about the endless possibilities that this program has to offer. Students even have the opportunity to upload their own pictures and create their own discussions through monitored forums. I think this is a great tool to start implementing in the early years of schooling that children can use throughout their schooling experience.

Ball, M. (2012). Using VoiceThread in a PK-2 Classroom. (40) 3. 34-35. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201211#pg36

Kindling a Passion for Literature: Reading Reflection #7

Kindling a Passion for Literature is an article written by an English teacher named Gigi Whiteside and discusses the many benefits from e-readers. Whiteside explains how she had a child that was labeled as a “non-reader” who would use a laptop that would read books out loud to her. She thought about implementing something like this in her classroom but noticed that the majority of students did not want to be seen reading from a laptop and wanted a more subtle approach. That is when the idea of “Kindles for Kids” came about, where a device with text-to-speech capabilities would be given to students that were struggling with reading.

The funding went through and that is when the author saw a real transformation in her students. She explained about her class that: “rather than the usual ‘do we have to read today?’ my students began to ask ‘do we get to read today?’” (Whiteside, 32). Many students expressed that the main reason why they were never interested in reading was because a book with so many pages tended to intimidate them. The kindles also provided a safe haven for the students who were too embarrassed to check out lower level books and that did not have the resources to get a library card.

The author brings up the issue about allowing students to take the reading devices home. She let them do it after a while when the students begged to take the readers home to finish their books. I think it is great that they have the enthusiasm to want to finish reading at home and if the school and teacher have a useful honesty system then I do not see an issue with students taking devices home. I also think that the parents should be notified when devices are being taken home just so that they are aware of what their children are doing and if they are using it properly or not.

Looking at the TPE standards for teachers and students I could see how the article addressed on standard in particular. I Looked at the NETS for students and noticed that the idea of using a reading device to further students interest in reading could easily fall under standard number six: technology operations and concepts. Students would be able to understand and use a different type of technology system, troubleshoot systems and operations, and transfer current knowledge to learning of new technologies. I personally think that they learn more than just what they are reading but it also gives them an opportunity to dive into books that they might never have picked up on their own.

Whiteside, Gigi. (2012). Kindling a Passion for Literature. (39) 7. 32-33. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201205#pg34