Indiana Reading Journal Volume 44 Issue 1 | Page 45

After reading this article, consider how VoiceThread might be useful in your classroom to support literacy as well as additional ways VoiceThread can be adapted to meet the needs of your learners. As with all technologies, pedagogy must come first, and the tool second to learning. It is through careful planning on the teacher’s behalf to effectively integrate this online tool to challenge and guide students on a path to higher order thinking.

REFERENCES

Afflerbach, P., & Cho, B.-Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel, G. G. Duffy & R. C. Calfee (Eds.), Handbook of Research on Reading Comprehension (pp. 69-90). New York, NY: Routledge.

Anderson, L.W. (2009). A taxonomy for learning, teaching, and assessing : A revision of Bloom's Taxonomy of educational objectives. New York: Longman.

Anderson, L.W., Krathwohl, D.R., & Bloom, B.S. (Eds.). (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Aspen Institute. (2012). Text dependent questions and the Common Core State Standards: Aspen Institute.

Chinn, C.A., Anderson, R.C., & Waggoner, M.A. (2001). Patterns of discourse in two kinds of literature discussion. Reading Research Quarterly, 36(4), 378-411.

Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214-250.

Comber, B., Thomson, P., & Wells, M. (2001). Critical literacy finds a 'place': Writing and social action in a low-income Australian grade 2/3 classroom. The Elementary School Journal, 101(4), 451-464.

Dalton, B. (2013). Multimodal composition and the Common Core State Standards. The Reading Teacher(4), 333.

Fisher, D., & Frey, N. (2012). Text-dependent questions. Principal Leadership, 13(1), 70.

Glover, C., & Stover, K. (2011). Starting with young learners: Using critical literacy to contest power and privilege in educational settings: Nova Science Publishers, Inc.

Hopson, M.H., Simms, R.L., & Knezek, G.A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education (International Society for Technology in Education), 34(2), 109-120.

Hutchison, A., & Reinking, D. (2011). Teachers' perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333.

Indiana Department of Education [IDOE]. (2014). Indiana Academic Standards for English Language Arts. Indianapolis, IN: Retrieved from http://www.doe.in.gov/standards/englishlanguage-arts.

Knapp, M.S. (1995). Teaching for Meaning in High-Poverty Classrooms. New York: Teachers College Press.

Kuiper, E., Volman, M., & Terwel, J. (2008). Developing Web literacy in collaborative inquiry activities. Computers & Education, 52(3), 668-680.

Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Talking about books: Exploring critical literacy: You can hear a pin drop. Language Arts, 77(1), 70-77.

45