Skip to main content

Advertisement

Log in

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

Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Development of receptive and expressive language skills is an important foundational skill in early childhood education. Recently, early childhood education professionals have begun using Web-based technology to assist in developing these skills. One Web-based technology that holds potential to support children’s learning is VoiceThread which has unique features that support Universal Design for Learning. This paper provides practical recommendations for use of VoiceThread in meaningful learning activities that can easily be implemented. A step-by-step guide is presented to create and use VoiceThread.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Berson, I. R., & Berson, M. J. (2010). Introduction. High-tech tots: Childhood in a digital age. In I. R. Berson & M. J. Berson (Eds.), High-tech tots. Childhood in a digital world (pp. 1–4). Charlotte, NC: Information Age Publishing.

  • Blum, C., Parette, H. P., & Travers, J. (2011). Future of instructional technology in early childhood special education. Presentation to the council for exceptional children 2011 convention and Expo, Washington, DC.

  • Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all students. Teaching Exceptional Children, 43(4), 28–37.

    Google Scholar 

  • Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.

    Article  Google Scholar 

  • Courtad, C. A., & Parette, H. P. (2011). Readily available technology: Best practices to support students and teachers in the universally designed classroom. Paper presented to the teacher education division conference, Austin, TX.

  • Division for Early Childhood and the National Association for the Education of Young Children. (2009). Early childhood inclusion. A joint position statement of the division for early childhood (DEC) and the national association for the education of young children (NAEYC). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf.

  • Easterbrooks, S. R., Lederberg, A. R., & Connor, C. M. (2010). Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf. American Annals of the Deaf, 155, 467–480.

    Google Scholar 

  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Education Technology and Research Development, 55, 223–252.

    Article  Google Scholar 

  • Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary, and reading in deaf children with cochlear implants. Journal of Speech, Language, and Hearing Research, 53, 237–261.

    Article  Google Scholar 

  • Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67–85.

    Article  Google Scholar 

  • Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum. Best practices in early childhood education (5th ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Maryland State Board of Education Universal Design for Learning Task Force (2011). Maryland state board of education. A route for every learner. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/Route_for_Every_%20Learner_Report_NSG_%2032511.pdf.

  • National Association for the Education of Young Children. (2011). Technology in early childhood programs serving children from birth through age 8. Joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Draft%20Technology%20in%20Early%20Childhood%20Programs%204-29-2011.pdf.

  • Overbaugh, R., & Lu, R. (2008). The impact of a NCLB-EETT funded professional development program on teacher self-efficacy and resultant implementation. Journal of Research on Technology in Education, 41(1), 43–61.

    Google Scholar 

  • Parette, H. P. (2011). Readily available technology integration in early childhood education: Lessons learned. Paper presented at the Assistive Technology Industry Association (ATIA)-Chicago Annual Meeting, Chicago, IL.

  • Parette, H. P., & Blum, C. (Eds.). (in press). Instructional technology in early childhood classrooms: Helping all children learn. Baltimore: Brookes.

  • Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335–343.

    Article  Google Scholar 

  • Rose, D. H., & Meyer, A. (Eds.). (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Sadao, K., & Robinson, N. M. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore: Brookes.

    Google Scholar 

  • VoiceThread LLC (2007–2011). Home page. Retrieved from http://voicethread.com/.

  • Wang, X. C., Berson, I. R., Jaruszewicz, C., Hartle, L., & Rosen, D. (2010). Young children’s technology experiences in multiple contexts. Brofenbrenner’s ecological theory reconsidered. In I. R. Berson & M. J. Berson (Eds.), High-tech tots. Childhood in a digital world (pp. 23–47). Charlotte, NC: Information Age Publishing.

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Katie Luthin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Gillis, A., Luthin, K., Parette, H.P. et al. Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children. Early Childhood Educ J 40, 203–211 (2012). https://doi.org/10.1007/s10643-012-0521-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-012-0521-1

Keywords

Navigation