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∗ A Voki is a Web 2.0 tool consisting of a talking avatar that can be used for a variety of classroom educational purposes.∗ An avatar is a computer generated animated character that can be like an animal, human, or some other creature.
∗ A Voki uses animation and audio to grab the attention of the viewer.∗ By enhancing the attention of the viewer, Voki is able to keep students engaged in the learning process for longer periods of time.
Reasons for teachers to have access to Voki. ∗ Voki helps students who suffer from shyness to be able to make oral presentations without the fear of being in front of an audience. ∗ Voki allows a teacher to introduce a lesson in a more interesting way, thus increasing student interest and attention span.
Other uses of Voki∗ Voki has also been shown to enhance the learning of students with special needs.∗ Since Voki is a web-based tool, home-bound students are able to access teacher-made lessons at any time simply by going online.
Others who support VokiHuang and Lin state;“Voki’s increase opportunities for oral practice andmetalinguistic awareness. Voki’s offer students extraopportunities to practice speaking. Students noted thatonline recordings allowed them to rehearse and self-monitor the tone and pronunciation of their ownspeech, as well as having the ability to wait to submittheir recordings only when they felt satisfied with it.”
Voki meets National Education Technology Standards∗ Standard 3 states that students should be able to use technology tools to enhance learning, increase productivity, and promote creativity.∗ Standard 4 states that students should be able to use a variety of media and formats to communicate information and ideas effectively to multiple audiences
In closingIt is my hope that the information provided in thispresentation will show the educational value of Vokiand that you will see fit to have it unblocked from thecounty’s website.
ReferencesWilliams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learning experience. Journal of Information Systems Education, 20(2), 165-174. Retrieved fromhttp://search.proquest.com/docview/200162738?accountid=10661Huang, C., & Lin, C. (2011). Enhancing classroom interactivity and engagement: CFL learners perceptions of the application of web 2.0 technology. British Journal of Educational Technology, 42(6), E141-E144. doi: http://dx.doi.org/10.1111/j.1467-8535.2011.01219.xAtkinson, T. S., Swaggerty, E. A., Mays, L. C., & Fink, L. (2011). Empowering fourth-grade researchers: Reaping the rewards of web 2.0 student-centered learning. Language Arts, 89(2), 99-112. Retrieved from http://search.proquest.com/docview/903238364?accountid=10661Whitby, P. J. S., Leininger, M. L., & Grillo, K. (2012). Tips for using interactive whiteboards to increase participation of students with disabilities. Teaching Exceptional Children, 44(6), 50-57. Retrieved from http://search.proquest.com/docview/1024596841?accountid=10661