Context:

This "Story Pictures" assignment was created for CI3750, Integrating Media and Technology into Teaching, Spring 2007. It was made under the advisement of this course's instructor, Jeff Goodman.

Impact:

The following North Carolina Standard Course of Study areas were met for student's needs:

Third Grade - Language Arts

Competency Goal 4 -- Objectives 4.05, 4.08, 4.09

Competency Goal 5 -- Objectives 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08

Third Grade - Computer/Technology Skills

Competency Goal 2 -- Objectives 2.01, 2.02, 2.07, 2.08

Competency Goal 3 -- Objective 3.03

Furthermore, students will be learning a variety of skills in order to complete this assignment. These skills include: practicing sequencing, reinforcing elements of a story, and practicing writing and mechanics. If computers are accessible, students will also be learning how to copy and paste images onto a word processing document, and then learning how to use certain technological features on a word processing document.

Alignment:

This assignment met the following NETS-T Technology Standards for teachers:

Standard IV. C - Apply multiple methods of evaluation to determine students' use of technology resources for learning, communication, and productivity.

     --This artifact contains a set of documents that can be used by students doing the activity and by teachers leading it. Throughout this assignment there are images, instructions, and a rubric to evaluate a student's work. There is also a sample included that will also be used as a method for evaluation. In order to fully assess a student, I felt that it was appropriate to include multiple methods of evaluation.

Standard VI. E - Facilitate equitable access to technology resources for all students.

     --This artifact shows that I have helped ensure that all students have equal access to technology resources by allowing students to switch off computer time. In other words, this enables each student to have an equal amount of computer time. Unfortunately, not all students will have access to a computer in their home. Therefore, I felt that it was vital for students to switch off computer time. By doing this, all students will be able to complete this activity whether or not they have these resources in their home.

Standard II. A - Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

     --This artifact shows that I have instructional strategies to support the diverse needs of learners by having modifications for various populations in the document, "Teacher's Instructions." I gave numerous instructional strategies that were suitable for not only third grade, but also for lower and upper grades. I also included a modification for ESL students who may be participating in this activity. Personally, I feel that teachers need to be prepared by having different instructional strategies that will support all of the diverse learners that will be within the classroom.

Standard IV. A - Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

     --This artifact shows that I used a variety of assessment technique. Once students had completed their assignment, they were then asked to save their work under a particular file. If printers were available, students were also asked to print out their finished stories. Modifications for older students to email their finished assignments were also included. I can now take this finished project, physically grade that particular student, and reflect on what the students have learned. I will also be able to use this assessment to make further adjustments for the future.

Standard VI. D - Promote safe and healthy use of technology resources.

     --This artifact promotes safe use of technology resources by allowing students to stretch during long periods at the computer. When teachers do not encourage such a stretch, I feel that the students will begin to get tired. When the students do get tired and aren't able to take a break, their work may not turn out as well as they have the ability to. Student's work will ultimately fulfill their potential if they are given the chance to take a short break throughout the assignment.