Thoughts while updating my "Mega-List of Resources and References: Technology, Psychology, Intervention & Prevention"

On August 1st, 2006, I posted my "Mega-List of Resources and References: Technology, Psychology, Intervention & Prevention".   At that time, I had taken only a few computer courses, such as game design/development, beginning programming, internet/computer multimedia, etc.  Since then, I've been collecting more resources- some scholarly, some not.


If you are new to this blog, here is a little history:

Not long after I posted my 2006 "Mega List", I watched Jeff Han's TED Talk video of his multi-touch table, and I was bitten by the bug.  I knew immediately that I had to have something just like it, and I knew that it would be great for use at work.  As a school psychologist, I have provided group activities for "at-risk" students and students with special needs, and most often, around a table.  That led me to focus my projects on large display/surface interaction in some of my subsequent computer courses.  I joined the NUI-Group in 2007 because I wanted to build my own table. Unfortunately, there was little time left at the end of the semester to do so- my team mates were also pretty busy.

Three years later:
I can't believe that I have a multi-touch table, a SMARTTable, at one of my schools, just three years after wanting to build my own. I have all sorts of design ideas for tabletop applications, but little time to implement them, as I still work full time as a school psychologist.  (Some of my references and resources will focus on this aspect of my tech journey.)

SOME THOUGHTS ABOUT 21st CENTURY TECHNOLOGY AND EDUCATION
I'm hoping that the next wave of educational technology will have more of an impact than the last wave.  In my opinion, much of what I've seen has been more of the same stuff that was around in the 1980's and 1990's - electronic worksheets dressed up with electronic bells and whistles.  

With the ever-spreading 1:1 laptop initiatives, I predict that the dressed-up "skill and drill" applications will morph just a bit and pretend that they are perfect for meeting the needs of 21st Century Learners, even though 21st Century Learners should be learning how to work cooperatively and collaboratively in groups, and focus on learning activities that stimulate deep understanding of concepts.... As some of my colleagues say, "worksheets don't grow dendrites",  1:1 skill-and drill applications, masquerading as 21st Century learning tools, probably won't grow many dendrites, either!  
Most of the young people I've known over the years were strong visual thinkers. They love movies and video games.  They often are artistic or musical.  They don't like to sit still and listen for long when teachers present information through lectures and discussions. 

If you are a school psychologist, you know this type of student.  They do really well on spatial reasoning and non-verbal reasoning subtests.   They don't do so well on measures of short term auditory memory or short-term auditory working memory.    What this means is that in a nice, quiet testing environment, without distractions, they can barely remember number sequences, and stumble when asked to repeat short sentences and passages.  If you happen to administer a cognitive test, like the WISC-IV, during some of the verbal sub-tests,  they will forget what you just asked them, or even forget what they were going to say.   Sometimes you know they know it, but they just can retrieve the information from long-term verbal memory.  If you administer the WJ-III cognitive assessment, they often will perform poorly on the Cognitive Efficiency cluster,  and as a result, will receive an overall cognitive score that is more of a reflection of their short-term memory and attention difficulties than their ability to reason and think at a higher, more abstract level.

Some of these students have difficulty with taking notes, especially from the board.  They often can't locate important information from their textbooks.  You can spot this type of student right away.  They are still flipping through textbook pages as the teacher moves forward with the lesson or directions.   Sometimes they don't even realize what they are supposed to be doing, so they just sit there. The teachers and parents of these students will tell you that anything they say "goes in one ear and out the other".  

My fear is that electronic work-book applicatons(dressed up with 21st century bells and whistles) bundled with 1:1 laptops will be welcomed by many teachers.  This approach will fit right in with teachers who have a fondness for worksheets, but don't like having to check so many papers.   The laptop/electronic workbook will fit right in to this sort of pedagogy. (I am not against a little bit of skill and drill supported by a worksheet or two, electronic or otherwise, by the way.)
Here is a blurb for a 2001 product from School Zone that is an example of my point:

• "School Zone Interactive’s award-winning Electronic Workbook CD-ROM series is being heralded by teachers nationwide for its refreshing back-to-basics approach to educational software for children. Based on School Zone Publishing’s top-selling workbook content, which has been trusted by teachers for over twenty years, Electronic Workbooks provide a prodigious amount of educational content adorned with entertaining games and delightful animations for children ages 2-12."  Current examples:  School Zone Third Grade Software List

In a way, the electronic workbook-on-a-laptop method of instruction doesn't have to be just skill-and-drill.  There are some advantages to this approach, especially if you consider applications that incorporate an adaptive feature.  One good example of this the Wayang Outpost, an application that does go beyond skill-and-drill. This application is accessed via the internet:

"Funded by several research programs at the National Science Foundation, and the U.S. Department of Education, Wayang Outpost is state-of-the-art technology designed to increase standardized test scores and help teachers in their assessment of students' strengths. Wayang Outpost is designed to learn along with the student. As the student progresses though the math problem presented, Wayang Outpost adjusts instruction, using individualized strategies that are effective for each student. It is available free to teachers, schools, after-school programs, and for use from home."

Wayang Outpost Publication List    

FYI:  Here is an example of one of the publications:

Arroyo, I., Ferguson, K., Johns, J., Dragon, T., Meheranian, H., Fisher, D., Barto, A., Mahadevan, S., Woolf, B.P. (2007) Repairing Disengagement with Non-Invasive Interventions. To appear in Proceedings of the 13th International Conference of Artificial Intelligence in Education. IOS Press

Other applications that go beyond skill-and-drill that can be accessed via a laptop with an internet connection include the DimensionU series, which includes a multi-player algebra game, as well as games for different core subjects.

"Welcome to DimensionU, a prestigious game-based training facility for K-12 students. In DimensionU, you can access multiplayer educational video games that help you hone your skills, connect with friends, climb the ranks and have a blast.  Click on the orbiting green M above to transport yourself to DimensionM, where multiplayer educational games for Math can be found, or click on the blue S to transport yourself to DimensionS where you can work on your Science skills.  Challenge other students around the corner or around the world. No matter whether you’re a beginner or an expert, there’s always more to learn and do in DimensionU. Where do you want to play today?"   


DimensionU product efficacy studies


The best part of these applications is that they track progress with reliable data, which is integral to regular education RTI (Response to Intervention) efforts. Additional, this form of data tracking is useful to special educators who need to track their students' progress towards IEP (Individual Education Plan) goals. 
At any rate, I have lots of references and resources that I'd like to share in the near future. They cover topics such as interactive whiteboard and 1:1 laptop research,  emerging technologies in education,  the use of video games for learning and therapeutic purposes, issues of technology integration,  and topics such as "RTI and Assistive Technology",  RTI and UDL",  cloud computing and educational technology,  new forms of data/progress monitoring software, and so forth.  Of course, there will be more about interactive mult-touch displays and tables for learning!


Other Thoughts
I'm also interested in looking at how technology can move school psychologists into the 21st century.  Take the subject of cognitive assessment for a start.   Here is an example to illustrate my point:


A couple of years ago, I was administering a WISC-IV to a high school student that I also saw for counseling.  My hand started to cramp as I was recording his responses to some of the Verbal subtest items.  He said something like, "Mrs. Marentette, you always use your laptop to take notes during our sessions.  Why do you have to use a pen and paper to write down everything I'm saying now?"   Until that moment, I hadn't given it much thought.   
An additional topic I'll discuss in the future: "Seamless/Ubiquitious Learning" - and how it can support learners, teachers, parents, and related service providers, including school psychologists.
RELATED:
2006: Mega List of Resources and References:  Technology, Psychology, Intervention & Prevention
Technology and the 21st Century School Psychologist, Speech and Language Pathologist, Special Educator, Etc.
TPACK Framework:  Technological Pedagogical Content Knowledge, Assistive Technology, and Universal Design for Learning
UPDATE:  Cognitive "bursts", technology-supported interventions, interactive whiteboards, digital storytelling, and reflections about a new SMARTTable.

Michael Haller Discusses Multi-touch, Interactive Surfaces, and Emerging Technologies for Learning

I came across an excellent overview of interactive display technologies that hold promise for education. The link below is a research article written by Michael Haller for BECTA, formally known as the British Educational Communications and Technology Agency.

Emerging Technologies for Learning: Interactive Displays and Next Generation Interfaces(pdf)
Becta Research Report (2008) Michael Haller Volume 3 (2008)

"Multi-touch and interactive surfaces are becoming more interesting, because they allow a natural and intuitive interaction with the computer system.

These more intuitive and natural interfaces could help students to be more actively involved in working together with content and could also help improve whole-class teaching activities. As these technologies develop, the barrier of having to learn and work with traditional computer interfaces may diminish.

It is still unclear how fast these interfaces will become part of our daily life and how long it will take for them to be used in every classroom. However, we strongly believe that the more intuitive the interface is, the faster it will be accepted and used. There is a huge potential in these devices, because they allow us to use digital technologies in a more human way." -Michael Haller

Michael Haller works at the department of Digital Media of the Upper Austria University of Applied Sciences (Hagenberg, Austria), where he is the head of the Media Interaction Lab.

Michael co-organized the Interaction Tomorrow course at SIGGRAPH 2007, along with Chia Shen, of the Mitsubishi Electric Research Laboratories (MERL). Lecturers included Gerald Morrison, of Smart Technologies, Bruce H. Thomas, of the University oof Southern Australia, and Andy Wilson, of Microsoft Research. The course materials from Interaction Tomorrow are available on-line, and include videos, slides, and course notes.

Below is an excerpt from the discription of the Interaction Tomorrow SIGGRAPH 2007 course:

"Conventional metaphors and underlying interface infrastructure for single-user desktop systems have been traditionally geared towards single mouse and keyboard-based WIMP interface design, while people usually meet around a table, facing each other. A table/wall setting provides a large interactive visual surface for groups to interact together. It encourages collaboration, coordination, as well as simultaneous and parallel problem solving among multiple people.

In this course, we will describe particular challenges and solutions for the design of direct-touch tabletop and interactive wall environments. The participants will learn how to design a non-traditional user interface for large horizontal and vertical displays. Topics include physical setups (e.g. output displays), tracking, sensing, input devices, output displays, pen-based interfaces, direct multi-touch interactions, tangible UI, interaction techniques, application domains, current commercial systems, and future research."
It is worth taking the time to look over Haller's other publications. Here is a few that would be good to read:

M. Haller, C. Forlines, C. Koeffel, J. Leitner, and C. Shen, 2009. "Tabletop Games: Platforms, Experimental Games and Design Recommendations." Springer, 2009. in press [bibtex]

A. D. Cheok, M. Haller, O. N. N. Fernando, and J. P. Wijesena, 2009.
"Mixed Reality Entertainment and Art," International Journal of Virtual Reality, vol. X, p. X, 2009. in press [bibtex]

J. Leitner, C. Köffel, and M. Haller, 2009. "Bridging the gap between real and virtual objects for tabletop games," International Journal of Virtual Reality, vol. X, p. X, 2009. in press [bibtex]

M. Haller and M. Billinghurst, 2008.
"Interactive Tables: Requirements, Design Recommendations, and Implementation." IGI Publishing, 2008. [bibtex]

D. Leithinger and M. Haller, 2007. "Improving Menu Interaction for Cluttered Tabletop Setups with User-Drawn Path Menus," Horizontal Interactive Human-Computer Systems, 2007. TABLETOP 07. Second Annual IEEE International Workshop on, pp. 121-128, 2007. [bibtex]

J. Leitner, J. Powell, P. Brandl, T. Seifried, M. Haller, B. Dorray, and P. To, 2009."Flux: a tilting multi-touch and pen based surface," in CHI EA 09: Proceedings of the 27th international conference extended abstracts on Human factors in computing systems, New York, NY, USA, 2009, pp. 3211-3216. [bibtex]

P. Brandl, J. Leitner, T. Seifried, M. Haller, B. Doray, and P. To, 2009. "Occlusion-aware menu design for digital tabletops," in CHI EA 09: Proceedings of the 27th international conference extended abstracts on Human factors in computing systems, New York, NY, USA, 2009, pp. 3223-3228. [bibtex]


References from the BECTA paper:

Elrod, S., Bruce, R., Gold, R., Goldberg, D., Halasz, F., Janssen, W., Lee, D., Mc-Call, K., Pedersen, E., Pier, F., Tang, J., and Welch, B., Liveboard: a large interactive display supporting group meetings, presentations, and remote collaboration, CHI ’92 (New York, NY, USA), ACM Press, 1992, pp. 599–607.

Morrison, G., ‘A Camera-Based Input Device for Large Interactive Displays’, IEEE Computer Graphics and Applications, vol. 25, no. 4, pp. 52-57, Jul/Aug, 2005.

Albert, A. E. The effect of graphic input devices on performance in a cursor positioning task. Proceedings ofthe Human Factors Society 26th Annual Meeting, Santa Monica, CA: Human Factors Society, 1982, pp. 54-58.

Dietz, P.H., Leigh, D.L., DiamondTouch: A Multi-User Touch Technology, ACM Symposium on User Interface Software and Technology (UIST), ISBN: 1-58113-438-X, pp. 219-226, November 2001.

Rekimoto, J., SmartSkin: An Infrastructure for Freehand Manipulation on Interactive Surfaces,
CHI 2002, 2002.

Kakehi, Y., Iida, M., Naemura, T., Shirai, Y., Matsushita, M.,Ohguro, T., ‘Lumisight Table: Interactive View-Dependent Tabletop Display Surrounded by Multiple Users’, In IEEE Computer
Graphics and Applications, vol. 25, no.1, pp 48 – 53, 2005.

Streitz, N., Prante, P., Röcker, C., van Alphen, D., Magerkurth, C.,Stenzel, R., ‘Ambient Displays and Mobile Devices for the Creation of Social Architectural Spaces: Supporting informal communication and social awareness in organizations’ in Public and Situated Displays: Social and Interactional Aspects of Shared Display Technologies, Kluwer Publishers, 2003. pp. 387-409.

Morrison, G., A Camera-Based Input Device for Large Interactive Displays, IEEE Computer Graphics and Applications, vol. 25, no. 4, pp. 52-57, Jul/Aug, 2005.

Ishii, H., Underkoffler, J., Chak, D., Piper, B., Ben-Joseph, E., Yeung, L. and Zahra, K., Augmented Urban Planning Workbench: Overlaying Drawings, Physical Models and Digital Simulation. IEEE and ACM International Symposium on Mixed and Augmented Reality ACM Press, Darmstadt, Germany.

Han, Y., Low-cost multi-touch sensing through frustrated total internal reflection, UIST ’05 (New York), ACM Press, 2005, pp. 115–118.

Hull., J., Erol, B., Graham, J., Ke, Q., Kishi, H., Moraleda, J., Olst, D., Paper-Based Augmented Reality. In Proceedings of the 17th International Conference on Artificial Reality and Telexistence (Esbjerg, Denmark,November 28-30, 2007). ICAT ’07. IEEE, 205-209.

Haller, M., Leithinger, D., Leitner, J., Seifried, T., Brandl, P., Zauner, J., Billinghurst, M., The shared design space. In SIGGRAPH ’06: ACM SIGGRAPH 2006 Emerging technologies, page 29, New York, NY,USA, 2006. ACM Press.

Research email: emtech@becta.org.uk
Main email: becta@becta.org.uk
URL: www.becta.org.uk

(This was also posted on the Interactive Multimedia Technology blog.)

High School Response to Intervention (RTI) Resources

Most of the workshops I've attended about RTI have focused on resources and strategies designed for the elementary school level. More resources are now available that are appropriate for the high school level than before, and I thought I'd devote a few posts on this topic.

This is especially important when we consider that high school students who receive special education services, the most intensive level of support and intervention offered in our public schools, continue to have a much higher drop-out rate than their peers.

In today's economy, we know that these students aren't dropping out of school to work at steady, well-paying job!

Here are a few links to articles related to this topic, along with references:

RTI Gets Promoted to Secondary Schools (National Center for Learning Disabilities; Barbara J.Ehren, Ed.D. & Kathleen Whitmire, Ph.D.)

"While it is urgent to intervene as early as possible in the early grades to prevent the cycle of failure, it is equally important to remember that struggling learners in middle school and high school are also in need of instructional and behavioral supports to be successful. In fact, the stakes are higher for secondary students who lack the foundational skills and strategies needed to engage in school and who end up at risk for failing or dropping out."

RTI in Secondary School Setting: Riverbank High School Story - Implementing the Content Literacy Continuum(pdf)
Ken GEisick, Ed.D.; Peggy Graving-Reyes, & Silvia DeRuvo

What is the Content Learning Continuum?
(Strategic Learning Center)

Dropout Fact Sheet (National High School Center)

RTI Action Network High School Resources

References from the RTI Action Network:

Ehren, B. J., Lenz, B. K., & Deshler, D. D. (2004). Enhancing literacy proficiency in adolescents and young adults. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy (pp. 600–625). New York: Guilford Press.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, R. Barr, P. Mosenthal, & D. Pearson (Eds.), Handbook of reading research: Volume III (pp. 403–424). New York: Longman.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2005). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 205–221). Hauppauge, NY: Nova.

Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, § 1400 et seq.
Moje, E. B. (2006). Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and development. Perspectives, 32(3), 10–14.

National Center for Learning Disabilities. (2006). A parent's guide to response to intervention. Retrieved July 7, 2007, from www.ncld.org/images/stories/downloads/parent_center/rti_final.pdf.

O'Connor, R., & Bell, K. (2004). Teaching students with reading disability to read words. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy (pp. 481–498). New York: Guilford Press.

Pajares, F., & Urdan, T. (2005). Academic motivation of adolescents. Charlotte, NC: Information Age Publishing.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Schumaker, J. B., & Deshler, D. D. (1992). Validation of learning strategy interventions for students with LD: Results of a programmatic research effort. In B. Y. L. Wong (Ed.), Contemporary research with students with learning disabilities: An international perspective (pp. 22–46). New York: Springer-Verlag.

Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content area learning. Remedial and Special Education, 22(2), 66–74.

Here are additional resources about RTI and special needs students. from a post on the CEC RTI blog, written by Douch Cheney, of the University of Washington:

References

Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in the schools: The behavior education program. NY: Guilford.

Hawken, L.S. (2006). School psychologists as leaders in the implementation of a targeted intervention: The behavior education program. School Psychology Quarterly, 21, 91-111.

Ryan, J., Pierce, C. & Mooney, P. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17(3), 22-29.

Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for high-risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65 (1), 7-21.

Sinclair, M. F., Christenson, S. L., & Thurlow, M. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465-482.

RELATED

From the Strategic Learning Center: The Content Literacy Continuum

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

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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/

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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

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