2. ∗ 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.
4. ∗ 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.
5. 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.
6. 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.
7. Others who support Voki
Huang and Lin state;
“Voki’s increase opportunities for oral practice and
metalinguistic awareness. Voki’s offer students extra
opportunities to practice speaking. Students noted that
online recordings allowed them to rehearse and self-
monitor the tone and pronunciation of their own
speech, as well as having the ability to wait to submit
their recordings only when they felt satisfied with it.”
8. 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
9. In closing
It is my hope that the information provided in this
presentation will show the educational value of Voki
and that you will see fit to have it unblocked from the
county’s website.
10. References
Williams, 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 from
http://search.proquest.com/docview/200162738?accountid=10661
Huang, 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.x
Atkinson, 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=10661
Whitby, 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
