Link to Silversprite, a blog about the use of games for learning. (click here for link)

Take the time to visit John Kirriemuir's blog, SilverSprite. He is a self-employed researcher and consultant who specializes in the use of technologies to support education and learning. His blog provides good resources for educators who are interested in using games and learning, especially through "Commercial Off the Shelf" games that can be easily adapted to the curriculum.

Here is a description of Kirriemuir's blog:

"Examples of COTS (Commercial Off The Shelf) games being used for curriculum-based learning. These games are designed purely for entertainment, and not for learning or teaching. By compiling these examples, we show that such games are being used in schools and colleges by teachers and other educators, as part of curriculum-based learning."

eSchoolNews Educator's Resource Center

If you are looking for educational technology resources, the eSchool News Online website has a wealth of information, including a video resource center.

Link to article: Are you a Techno-Constructivist? Education World

This article is from Education World: Are you a Techno-Constructivist? This article is worth reading, especially if you are a teacher who is interested learning about a "real-world model for teachers adapting technology to the classroom."

Online interactive games for children with serious illnesses or disabilities.

According to a recent article in USA today (November 6, 2006), several websites offer children on-line interactive games to help them learn and cope with their health problems or disabilities. Take a look! The USA Today article on-line has links to the organizations that provide the on-line games and related interactive activities.

Starlight Games Page

From the website:

Research Shows the Benefits of Starlight’s Programs Include Decreased Depression, Pain, Anxiety and Isolation
"Starlight is continuously conducting clinical research to evaluate and analyze our programmatic efforts to help seriously ill children and their families cope with their pain, fear and isolation. Following are the overarching summaries of the results from the latest research studies on Starlight's programs."

"Research studies indicate that Starlight’s programs help seriously ill children and their families: experience less depression, anxiety, pain and isolation; better handle, understand, and manage their illnesses; and bond as a family."

"Research studies at institutions across North America have demonstrated the benefits of Starlight’s programs including improved self-efficacy, self-esteem, coping, knowledge, child responsibility, parent-child relationships, adherence; family cohesiveness and willingness to return for treatment; and a reduction in symptoms, depression, feelings of isolation and negative coping behaviors."

More about Starlight's Programs

Links to visit - or revisit: Digital Media, Technology, Learning & New Research / Grant Opportunities

Here are some links to some resources that might be of interest:

Building the Field of Digital Media and Learning: The MacArthur Foundation launches a $50 million Digital Media and Learning initiative.

"The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what is already known about the field and seeding innovation for continued growth"

Found on the Digital Media and Learning Website:

Confronting the Challenges fo Participatory Culture: Media Education for the 21st Century", a 72-page white paper by Henry Jenkins, from MIT.

Digital Media and Learning Fact Sheet, a 2-page summary of facts and statistics related to digital media and learning.

Ecology of Games : This web page summarizes chapters that will be included in upcoming book about the use of games in learning, including a chapter about game accessibility for young people who have special needs.

Individual Grants: This web page has links and descriptions about individual projects that are in process related to the Digital Media and Learning Initiative.

Online Edutopia Magazine: Innovations in technology and learning from the George Lucas Foundation.

BioMap: A technology tool based on neuroscience research developed by Northwestern University to diagnose learning disabilities.

Link to Bio-map: Using technology for evaluating learning disabilities

Northwestern University's Auditory Neuroscience Laboratory has developed a method of identifying learning disabilities through the use of technology. The following is a quote from the website:

"The BioMAP (Biological Marker of Auditory Processing) is a neurophysiological test used to quickly and objectively identify disordered processing of sound that has been associated with learning impairments in many children.

Unlike traditional brainstem evoked response recordings using clicks or tone bursts, the BioMAP uses a complex speech syllable that reflects the acoustic and phonetic characteristics of sounds that present difficulties for disordered populations. Over the past decade Dr. Nina Kraus and her colleagues at the Auditory Neuroscience Lab at Northwestern University have evaluated the evoked brainstem responses of more than 1000 children, and have found that the BioMAP acts as a unique biological marker for those learning disabled children with central auditory processing disorders that have a high likelihood of benefiting from an auditory training program."

It will be interesting to see if this technology has validity for use in the schools, and if this technology can play a role in planning for interventions within the RTI/problem solving model.

Suspension Alternatives that Work- Article from eSchool News

E-School News has an article with links to resources about effective alternatives to suspension. Take a look!

Link to FutureLab's Teaching With Games research website.

I've posted additional information about FutureLab on the Interactive Multimedia Technology Blog.

Math Tools

According to the website, "Math Tools is a project of The Math Forum @ Drexel, funded in part by the National Science Foundation. The goal is to create a community digital library that supports the use and development of software for mathematics education"

Link to post about Universal Design and Access for games and multimedia applications.

If you are interested in Universal Design for Learning and the use of learning and edutainment games with students, take a look at the post about game accessibility on the Interactive Multimedia Technology blog.

Teaching History with Technology Website

This looks like an interesting site! The Teaching History with Technology website offers a wealth of information for those interested in using technology to engage students.

Mind, Brain and Emerging Technologies: Andrea Gaggio's Positive Technology Blog

Andrea Gaggio has an intensive background in technology and psychology. His blog, "Positive Technology Journal" has a wealth of information and links, updated regularly.

Videos posted to YouTube by bored math students.

I collected an assortment of short videos and videoclips that were posted on YouTube by bored students in math classes to use as a reference for future workshop. (I recently took the videos down.)

If you are a math teacher, a math curriculum specialist, a trainer of future mathematics teachers, or someone who is working towards school reform and supporting innovative ways to engage more young people in mathematics and related subjects (STEM), you can go to the YouTube website and do a search. Keywords that will find the videos are as follows:

bored in class
bored in math class
boring math (geometry, algebra, etc.)
hate math
math teacher
math students
math project
sleeping in math class
singing, dancing, cheerleading etc. + math class

Most of what you will find on YouTube was shot by students without their teacher's knowledge, so please don't make any conclusions about the math teachers you might notice in the background.

Math teachers need our support and encouragement! As you can see, many must teach large numbers of students. They work without any assistants or volunteers. They are not often provided with up-to-date textbooks, computers, and related technology to provide their students with the math and math-related technology skills needed for the future.

Note: If you are interested in engaged learning activities for Algebra, take a look at the demo and trailer of Dimenxian, a 3-D computer game that was recently released by Tabula Digita. Other applications might help engage secondary students in math include the on-line game Wayang Outpost, and Carnegie Learning's Cognitive Tutor.

Homework Helper Links

Here are two resources for homework help on-line:

American Online Homework Helper:
http://homework-help.aol.com/

Tutor.com
http://www.tutor.com/

Link to Edutopia Post on Great Science Web Sites

Looking for good science web resources? There is a post on the Edutopia blog that has an annotated list of great links.

The Importance of Media Literacy - Link to Quotes

This is a link to quotes from a variety of people about media literacy.

The quotes were posted on the Media Literacy Clearinghouse Website. If that link does not work, try this one. The Media Literacy Clearninghouse has a variety of resources for K-12 educators.

3-D Interactive Algebra Game: Dimenxian -First Mission now available!

Dimenxian is a 3-D, immersive algebra game with a backstory, great gameplay, and engaging graphics. A great tool for reaching reluctant math students. The first mission is now available for purchase through the website. The price is about $30.00 and site licenses are available for schools. It can be downloaded or mailed as a CD.

The following is an excerpt from an article posted on the TabulaDigita website:

"Etuk started the company three years ago with co-founder Robert Clegg, an award-winning electronic game designer. Tabula Digita's first product, Dimenxian, is a first-person story-driven game that leads students through an action adventure environment while learning foundational algebraic concepts. The multiplayer educational game challenges players to accomplish several tasks - and learn algebra - to succeed, making the company's motto "learn math or die trying" all the more fitting. "We're losing a whole generation of kids to educational teaching methods that don't resonate with them," says Etuk. "I want to give kids the option to do whatever they want to do. I believe that by grabbing their attention and redirecting it to education, you can open up a whole world of options they might not have considered." Etuk says years of research on teaching math, student testing, and video game playing went into developing the games. The company has a partnership with The Princeton Review and has tested the game with hundreds of children nationwide."

Robert Clegg
Chief Product Officer & Co-Founder, Tabula Digita, Inc.
Robert is chief product officer and co-founder of Tabula Digita. Prior to joining, he founded and launched the company iStadium where he created the world's largest games. He developed games that 60,000 people in one stadium could play simultaneously. He also invented, tested, and managed the production of all computer-based products for the company, and is the sole inventor on all four of the iStadium patent applications. Robert has been working with interactive media and education since 1987, and in 1988 he started his first company, Instructional Sports Software, where he developed the first player training software for NFL football and NCAA basketball programs.

Learn Math or Die Trying: Algebra in a First Person Action Adventure Speaker: Robert Clegg (Chief Product Officer & Co-Founder, Tabula Digita, Inc.) Time/Date: Monday (October 31, 2005) 1:00pm — 2:00pm Audience level: All Presentation Description This poster session offers attendees a sneak peak into the educational video game that’s revitalizing algebra education through an immersive action adventure called Dimenxian. Initial testing of Dimenxian showed an average improvement of a grade level for all kids and two to three grade levels for those performing below average. Surveys revealed that girls were just as engaged as boys: 81 percent of all students thought it showed them how algebra works; 78 percent said it helped them learn; 89 percent said it was fun; and 81 percent wanted to keep going! Learn how students felt about the first action adventure game to teach algebra and how they performed on pre- and post- test studies. The results have surpassed expectations and provide a good indication of how the new generation wants to learn.

RippleEffects Update: Help with early interventon of behavior problems and school-wide PBIS...

RippleEffects has updated information on their website. This interactive multimedia software, according to the site, helps students succeed by:

"* Providing research-validated and comprehensive positive behavioral interventions and supports (PBIS)
* Easily building individualized interventions to build student's resilience, social and emotional competency, and connection to the community
* Ensuring fidelity to proven effective cognitive-behavioral training methods
* Matching training to each student's learning strengths
* Automatically monitoring student progress – reducing paperwork

Try it: order a risk-free 30 day preview of the full program."













RippleEffects for Kids RippleEffects for Teens

Links to organizations about grant information for technology.

According to the GLEF's Edutopia website, "our experience has shown that the most successful schools share many common traits. Here, you'll be able to learn more about these key elements and discover how specific schools have put theory into practice. You'll also find a wealth of resources to assist you in your efforts to transform schools"

Edutopia's grant Information page has links to a wide range of organizations that offer technology and related grants to educational institutions. Many of these grants have early deadlines, so if your school's team is interested in looking at these resources, start as soon as you can. Keep in mind that the George Lucas Educational Foundation (GLEF) is not a grant- offering organization. It is a great on-line resource for educators.

David Rose, from CAST, addressed the NCLB Commission on the importance of Universal Design for Learning (UDL). Here is the link!

CAST to NCLB Commission: There's a Way to 'Leave No Child Behind'

Chief Scientist David Rose makes case for universally designed approaches

Wakefield, Mass., August 2, 2006 --Today CAST Chief Scientist and Co-Founding Director David Rose told the bipartisan Commission on No Child Left Behind (NCLB) that applying Universal Design for Learning principles is the best way to ensure that all children, including those with disabilities, have equal opportunities to a high-quality education...........

Who's Who in Instructional Technology

Johan Vilogoen maintains a searchable index of the Who's Who in Instructional Technology, last updated on 3/15/06. Most of the people are professors and researchers associated with universities. This is a description from the website:

"Welcome to this international gallery of experts from the world of Instructional / Educational Technology and its related fields. PURPOSE: To provide a node of contact, not to duplicate biographies available elsewhere on the Internet."

School teams who are applying for technology grants will be happy to know that a list of experts one click away. It is sometimes beneficial to apply for a grant in collaboration with people from local universities. Each listing on the index includes information about the person's research areas, university affiliation, and how they can be contacted.

MindHabits Demo: Interactive game for identifying facial expressions and increasing self-esteem.

Here is a link to the Mind Habits facial expression recognition and self-esteem game posted on the Interactive Multimedia Technology Blog.

This interactive game works well with small-groups using an interactive whiteboard. The game was developed by Dr. Mark Baldwin, a social psychologist at McGill University.

Harvard Summer Institute: Universal Design in Education blog. A great resource for studying UDL.

"How-to" information for educators, school psychologists, and related professionals:

David Rose, co-founder of CAST, posted resources about Universal Design for Learning (UDL) for participants of the Harvard Summer Institute on UDL on a blog. If you are a member of a school-based team (problem-solving, intervention, curriculum, technology, positive behavior support, response-to-intervention, etc.), you will appreciate the links to the institute's presentations and related resources.

Here is a brief sample:

"When you need support - mentoring, scaffolding - in creating lesson plans for all learners, you can find help here: http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 More specifically, to set goals, look here: http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm To think about your class and what it needs: http://www.cast.org/teachingeverystudent/tools/classprofiletool.cfm To help in choosing or adapting materials, look here: http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm "


George Sugai is well-known for his work in the area of Positive Behavioral Support. His PowerPoint presentation at the UDL Institute was an introduction to the defining features of School-Wide Positive Behavior Supports within the context of Universal Design for Learning.

George Sugai's Links (blog post)
PBIS website PBIS Research Literature PBIS Past Conference Presentations

Universal Design Learning and School-wide Positive Behavior Support.
(PowerPoint presentation download)

Share these resources with your colleagues, including your school's technology coordinator, when planning for the new school year! If your school is implementing UDL and PBIS, feel free to leave a comment on this blog and links to where others can find more information.

Convergence: Video Games and Virtual Reality for Special Needs: Autism, ADD, Fetal Alcohol Syndrome, Social Skills...

Why should those of us who work in school settings become more familiar with VR and game applications designed for children and teens with special needs?

The first reason is clear.
Students who have learning, behavior, or social skills difficulties are in our schools for many hours a day, and educators are responsible for effectively planning and implementing evidence-based intervention practices. We know that many students enjoy video games and computers, and are motivated by visual and interactive multimedia learning activities. We know that this is an area of serious research. (See the Teacher's TV website from the UK for a link to a 30 minute video, "The Games Children Play" regarding learning and interactive games.)

The second reason is that we must prepare for the significant increase of children identified as having autism spectrum disorders. Educators need effective tools to reach and teach these students, and students need access to the general curriculum. Traditional word-based instructional methods are not often effective with these students. These students are typically visual learners who have problems in communication, language, and social skills.

The third reason is that innovative use of technology and instructional methods can benefit "at-risk" students and those who have milder disabilities. Many of these students have problems that affect attention, concentration, retrieval, working memory, academic fluency, and so forth.

We know that "at-risk" students and those with mild disabilities have a high risk of dropping out of school. Integrating new technologies and creating new ways to use existing technologies will be a challenge, but worth the effort if more students are to provided the opportunity to successfully prepare for life after high school.

For more informatoin about dropout prevention, see the National Dropout Prevention website.

Comment:
The problem with adapting VR and game applications as interventions within the school environment is that we really don't have a road map to guide us. Something that works in a university lab, a university lab school, home, or clinic may not be as effective if it is not implemented in a well-planned manner in the schools.

What is new?
Dorothy Strickland, the creator of the interactive Do2Learn website, updated people about her work in the field of autism and other disorders at the Virtual Reality,Associated Technologies, and Rehabilitation Symposium in June 2006.
Case Study: Using a Virtual Reality Computer Game to Teach Fire Safety Skills to Children Diagnosed with Fetal Alcohol Syndrome (Strickland)

Dr. Skip Rizzo, a key investigator in The Virtual Classroom, a VR environment that assesses ADHD in children, also participated at the symposium. The Virtual Classroom can be used to help children with social anxiety and has been modified to help students prepare for emergencies. (For more information, see the full article(pdf) and also read "A Classroom of the Mind", by Emily Sohn, in Science News for Kids.)

Sample of topics discussed at the symposium:

Autism
Facing the Challenge of Autism with Virtual Reality...Social Communication Challenges in Children with Autism Spectrum Disorder...Designing Interaction with Visual Stimuli for Low Functioning Children with Autism: Criteria& Strategies to Engage Them...Can we Teach Individuals with Autism Spectrum Conditions to Recodnize Emotions Using Interactive Multimedia?
Education and Gaming
Virtual Environments for Pediatric Populations
Round-table Discussion:
The Art and Science of Using Virtual Environments for Children with Autism, PDD, DCD, etc.
Related: Virtual Environments for Social Skills Training: The Importance of Scaffolding in Practice

Georgia Tech's Autism Research Group is working on innovative applications for people with autism spectrum disorders. The website has several links to resources about autism and technology.


Note:
If your school has an interactive whiteboard or SmartBoard, you have access to a tool that can be adapted to some VR and interactive learning/social skills games for use for group and classroom activities. There is a short summary of the research and benefits of the use of interactive whiteboards on the Waukesha School's website.

Rubric for school websites from eSchool News(pdf)

If you work for a school district,(or if you are a student or a parnet of a student), have you given much thought to your school's and school district's website? The rubric provided by the folks at eSchool News presents a clear method of evaluating the functionality and quality of a school district's website and offers good suggestions for improvements. Interactive, frequently updated websites are encouraged!

Technology, Psychology, and Education Blog

The TechPsych blog is primarily for school psychologists, educational technologists, school counselors, special education teachers, transition/school to work coordinators,curriculum specialists, and others who are interested in discussing how technology can be more effectively used in schools and other environments.

A primary focus of this blog will be sharing "how-to", "what works" and "lessons learned" in several overlapping areas- the topics below are only suggestions:

• The use of technology to facilitate and promote school-wide intervention and prevention planning (academic, behavior, social skills) for all students, using a collaborative, multidisciplinary approach.
  

• The use of technology to facilitate needs assessment, individual and larger group progress monitoring, data analysis, to ensure "data-driven" decision-making processes.
  

• The use of technology for group interventions, including counseling, study skills, social skills and support/coping skills groups.
  

• The use of technology for collaboration and communication among colleagues, more specifically school-based problem solving teams, intervention/assistance teams, curriculum teams, etc.
• The use of technology to promote family/school communication, family involvement, parent education, distance learning opportunities, etc.
  

• Research-into-practice: This is an important component!
  

If you are working at a university, or if you are a graduate student, and you are doing some research in the schools that involves technology and something related to intervention, prevention, etc., this is the place to share your experiences.

Mega-List of Resources and References: Technology, Psychology, Intervention & Prevention

4Teachers.org. (2006). Website: http://www4teachers.org.

AACE Association for the Advancement of Computers in Education. (2006). Website: http://www.aace.org/

AACE Journal: International Forum on Information Technology in Education. (2006). Website: http://www.aace.org/pubs/aacej/

AACE Journal of Educational Multimedia and Hypermedia (JEMH). (2006). Website: http://www.aace.org/pubs/jemh/

AACE Journal of Interactive Learning Research. (2006). Website: http://www.aace.org/pubs/jilr/default.htm

Aldrich, C. (2005). Learning by Doing : A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences. San Francisco: Wiley

Alliance for Excellence in Education. (2003). Crime Factoids. http://www.all4ed.org/publications/Crime%20Factoids%20for%20Website.doc

Alliance for Excellence in Education. ( ). Reading next: A vision for action and research in middle and high school literacy. http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf ; http://www.all4ed.org/adolescent_literacy/index.html

Alternative Education Project. (2004). Training modules. Alternative Education Website. San Jose State University. http://alternativeed.sjsu.edu/index.html

Alvermann, D. E. (2001). Effective literacy instruction for adolescents. Executive summary and paper commissioned by the National Reading Conference. Chicago, IL: National Reading Conference. http://www.nrconline.org/publications/alverwhite2.doc

Alvermann, D. E. (2003). Seeing themselves as capable and engaged readers: Adolescents and re-mediated instruction. North Central Regional Educational Laboratory. http://www.ncrel.org/litweb/readers/readers.pdf .

Alvermann, D.E., Hagood, M.C., Williams, K.B. (2001.) Image, language, and sound: Making meaning with popular culture texts. Reading Online, 4(11). http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/alvermann/index.html .

Arnheim, R. (1974). Art and visual perception: A psychology of the creative eye. Berkeley: University of California Press.

Association for Supervision and Curriculum Development. ASCD. (2006). Website: http://www.ascd.org

Atwell, J. Savill-Smith, C. (Eds.). (2004). Learning with mobile devices: Research and Development. Learning and Skills Development Agency

Ayers, K.M. & Langone, J. (2002). Acquisition and generalization of purchasing skills using a video enhanced computer-based instructional program. Journal of Special Education Technology, 17(4) 14-28.

Bacccus, J. R., Baldwin, M.W., & Packer, D.J. (2003). Increasing implicit self-esteem through classical conditioning. Mcgill. http://www.selfesteemgames.mcgill.ca/research/psychsci.pdf

Beal, C., Shaw, E., Chiu, Y., Lee, H. Vilhjalmsson, H., Qu, L. (2005). Enhancing ITS instruction with integrated assessments of learner mood, motivation and gender. 12th International Conference on Artificial Intelligence in Education, July 18-22, 2005, Amsterdam, Netherland. http://wayangoutpost.net/paper/MotivationPosterCRC.pdf

Beal, C. & Cohen, P. (2005).Comparing apples and oranges: Computational methods for evaluating student and group learning histories in intelligent tutoring systems. 12th International Conference on Artificial Intelligence in Education, July 18-22, 2005, Amsterdam, Netherland. http://wayangoutpost.net/paper/AnimalWatchFinal.pdf

Beal, C., Walles, R., Arroyo, I., Woolf, B. P. (2005). Intelligent tutoring for math achievement testing: A controlled evaluation. http://wayangoutpost.net/paper/WayangEvaluation.pdf

Beal, C., Lee, H (2005). Creating a pedagogical model that uses student self reports of motivation and mood to adapt ITS instruction. Workshop on Motivation and Affect in Educational Software. July 18-22, 2005, Amsterdam, Netherland. http://wayangoutpost.net/paper/Beal&LeeCRC.pdf

BECTA Schools Website. (2006). http://schools.becta.org.uk/index.php?section=tl&rid=521

Bertoline, G. R. (1998). Visual science: an emerging discipline. Journal for Geometry and Graphics. 2 (2) 181-187.

Blanton, B.L .& Helms-Breazeale, R. (2000). Gains in self-efficacy: Using smartboard interactive whiteboard technology in special education classrooms. SmartTech. Retrieved from: http://www.smarterkids.org/research/paper2.asp

Bonk, C.J. & Dennen, V. (2005). Massive multiplayer online gaming: A research framework for military training and education. Office of the Under Secretary of Defense for Personnel and Readiness. MMOGameReport_Bonk_Final.pdf

BorderLink Project (2005) A review of lessons learned from the five years of the BorderLink project. Imperial and San Diego County Offices of Education, CA. http://www.borderlink.org/files/lessons/EntireDoc.pdf Website: http://www.borderlink.org. Resources: http://www.borderlink.org/resources/

Bork, A. (2003). Interactive learning: Twenty years later. Contemporary Issues in Technology and Teacher Education, 2(4), 608-614. http://www.citejournal.org/vol2/iss4/seminal/article2.cfm

Botge, B. A, Heinrichs, M, Chan, S, & Mehta, Z.D. (2003). Effects of video-based and applied problems on the procedural math skills of average and low-achieving adolescents. Journal of Special Education Technology. 18 (2) 5-23.

Buckingham, D., Burn, A., Pelletier, C. (2005). Making games: Creative game authoring in and beyond the classroom. Immersive Education. http://www.immersiveeducation.com/uk/documents/MakingGamesIOE.pdf

Burgstahler, S. (2003). Role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology. 18(4) http://jset.unlv.edu/18.4/burgstahler/first.html

Burmark, L. (2004). Visual Literacy. ASCD. E-book: http://www.lynellburmark.org/p_visualliteracyebook.a

Burnett, R. (2004). How images think. Cambridge, Mass: MIT Press.

Bransford, J. (Ed.). (2000). How people learn brain, mind, experience, and school. Washington, D.C: National Academy Press. Online: http://darwin.nap.edu/books/0309070368/html

Bremer, C., Bost, L., Gregorian, J. (2004). Presentation: Dropout and graduation. National Accountability Conference on Special Education and Early Intervention. New Orleans, LA. http://www.monitoringcenter.lsuhsc.edu/CONFERENCE%20DOCS/DROPOUT%20GRAD%20PDF/NACPowerpointDropoutGrad091704a.pdf

Bryson, M & de Castell, S. (1998). New technologies and the cultural ecology of primary schooling: Imagining teachers as luddites in/deed. Educational Policy. 12 (5) 542-567.

Bryson, M, de Castell, S, & Jenson, J (2002) Object lessons: Towards an educational theory of technology. First Monday Peer Reviewed Journal on the Internet. http://www.firstmonday.dk/issues/issue7_1/castell/

Byrom, E. & Bingham, M. (2001). Factors influencing the effective use of technology for teaching and learning. Durham, NC: SEIR*TEC at SERVE. Available from http://www.seirtec.org/publications/lessons.pdf

Caldwell, C., Dake, D., Safly, M. Ulch L. (1999). Visual thinking. NAB, Department of Art and Design, Iowa State University. http://www.design.iastate.edu/ART/NAB/visthnk1.html

Carr, D.; Buckingham, D., Burn, A., Schott, G. (2005). Computer games: text, narrative, and play. Polity Press.

Center for Applied Research in Educational Technology. CARET.( ). Evidence-based benefits of technology. http://caret.iste.org/

Center for Applied Special Technology. CAST. (2006). http://www.cast.org/ ; http://www.cast.org/teachingeverystudent/

Center for Effective Collaboration and Practice (CECP). (2006). Website: http://cecp.air.org/

Center for School Mental Health Analysis and Action (CSMHA). (2006). Website: http://csmha.umaryland.edu/

Chamberlin, J. (1998) Reaching “flow” to optimize work and play: Psychologist studies what makes our work and personal life rich and full. APA Monitor, 29 (7). http://www.apa.org/monitor/jul98/joy.html

Champoux, B. Fujisawa, K. & Inoue, T. (2000) Transmitting visual Information: Icons become words. Proceedings from the International Multimedia Modeling Conference, Nagano, Japan. http://www.mic.atr.co.jp/organization /dept3/papers/Cails/cails_paper.html

Cholmsky, P. (2003). Why gizmos work: Empirical evidence for the instructional effectiveness of ExploreLearning’s interactive content. http://www.explorelearning.com/View/downloads/WhyGizmosWork.pdf

Christensen H., Griffiths K.M., and Korten A. (2002). Web-based cognitive behavior therapy: Analysis of site usage and changes in depression and anxiety scores. Journal of Medical Internet Research..4(1). http://www.jmir.org/2002/1/e3/

Christensen H, Griffiths K.M., Korten A.E., Brittliffe K., Groves, C. (2004). A comparison of changes in anxiety and depression symptoms of spontaneous users and trial participants of a cognitive behavior therapy website. Journal of Medical Internet Research. 6(4). http://www.jmir.org/2004/4/e46/

Clarfield, J., & Stoner, G. (2004). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 13, 246-54.

Cobb, B., Sample, P., Alwell, M. & Johns, N. (2005). The effects of cognitive -behavioral interventions on dropout for youth with disabilities. National Dropout Prevention Center for Students with Disabilities. Clemson, S.C. http://www2.edc.org/ndpc-sd/cognitive/report.pdf http://www.dropoutprevention.org/NDPC-SD/resources/research.htm

Coiro, J. (2003). Reading comprehension on the internet: Expanding our understanding of reading comprehension to encompass new literacies. [Exploring Literacy on the Internet department]. The Reading Teacher, 56(6). http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-03_column/index.html

Coiro, J. (2000). Using assistive technology to enhance literacy programs in the primary grades. Presentation website: http://www.lite.iwarp.com/horizon.htm

Cole, G. (2004). What’s new: A new stage of learning. The Times Educational Supplement. http://www.immersiveeducation.com/uk/documents/tesreview22-10-04.pdf

Collaborative for Academic and Social Learning. CASEL (2006). Website: http://www.casel.org/

Conway, J. (1997). Educational technology’s effect on models of instruction. http://copland.udel.edu/~jconway/EDST666.htm

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Note: References with links were checked as of 3/27/06.