A post from Bernadette
Digital tools can promote collaborative and social learning opportunities, enhance literacy development and extend the boundaries of the classroom. Digital tools can be used in ways that support receptive, expressive and generative processes. This coming semester I want to explore, with my teacher candidate students, the possibilities presented by a range of digital tools. In this post I will explore the possibilities presented by Voicethread and Thinglink
Voicethread for educators (http://ed.voicethread.com/#home ) provides an interactive online forum for conversations and student collaboration. Voice threads are collaborative multimedia slide shows which integrate images, documents, and sound files. A voicethread workshop, with easy to follow instructions of how to create a voice thread, can be found here or you can view online tutorials.
Voice threads allow for anytime, anywhere conversations, and allow participants to annotate and comment asynchronously in five different ways: using voice (via a microphone), text (using a keyboard), audio file, video (with a web cam) or annotation through doodling. Participants click on ‘Record’ or ‘Type’ to add a comment which then appears around the border of the image, slide or video. Teachers can create free education accounts for their students. Participant identities are represented through images or avatars (created in for example, Doppelme.com) which are added to the accounts. The interplay of multimedia and commentary are essential parts of the process and encourage student response. Students can respond through for example, asking questions; offering opinions; or making text-to-self, text-to-text or text-to-topic connections.
At voicethread4education wiki (http://voicethread4education.wikispaces.com /) you can view 26 different ways to use Voicethread for language arts and the content areas in the classroom.
Here are some of my favorites for language arts from the list:
#1 A mystery scene: What is happening and what might have caused it? What vocabulary can be used to describe the scene?
#5 Video : view, comment on and review a short video. For example, comment one of the vocabulary videos produced by the class group.
#7 Novel: comment on a character or protagonist from a novel.
#10 Inferencing: what were they thinking? Providing an image from the creative commons on Flickr and asking students to comment. Great for developing inferencing and reinforcing vocabulary.
#14 Digital Portfolio: Students could create a digital portfolio using images video and text.
Thinglink (http://www.thinglink.com/ ) is a digital tool that allows students to explore topics through collaborative discussions. Students can insert interactive links to tag an image by adding pop up multimedia hot spots. Hotspots can link to music, audio files, video, descriptions, definitions or quotations.
Thinglink Hot Spots for the target word Perseverance include a dictionary definition, a quotation using the word and a short video showing how people from a range of backgrounds (e.g. sports, music, politicians) persevered against the odds. You could also add examples for the target word used in a context, an audio file for pronunciation (great for English Language Learners), or a vocabulary video to illustrate usage ( Bridget previously blogged about vocabulary videos on Literacy Beat ).
A photo collage created in Photovisi (http://www.photovisi.com /) could be created by groups of students to tag each image with a pop up of descriptive adjectives, synonyms or antonyms. Further information on Thinglink can be found on Donna Baumbach’s list of ways to use Thinglink in the classroom on Google docs or alternatively you can visit Pininterest to view how teachers have used Thinglink in the classroom here
So in the dying embers of your summer vacation do take time to mess around, play with and explore the possibilities presented by these digital tools to enhance literacy development in your classroom. Happy exploring! Good luck with the new semester!