Aug 21, 2006
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.
Aug 9, 2006
Here are links to information about RippleEffects and Dimenxian, interactive multimedia applications for kids and teens.
For those of you gearing up for the new school year, read my posts on the TechPsych blog about the following applications:
Link to post on the TechPsych blog about Dimenxian, an engaging interactive 3D game for algebra. Link to post on the TechPsych blog about RippleEffects for Teens and RippleEffects for Kids, social learning and behavioral intervention software.
Aug 7, 2006
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
Aug 6, 2006
Mind Habits was developed by Dr. Mark Baldwin, a social psychologist, and his colleagues at McGill University.
Visit the on-line demo of Mind Habits , which includes on-line versions of several games.
Vist Mind Habits
Aug 5, 2006
Aug 4, 2006
Convergence: Video Games and Virtual Reality for Special Needs: Autism, ADD, Fetal Alcohol Syndrome, Social Skills...
Aug 2, 2006
I've created a new blog, open to posts and comments. The following is from the first post:
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!