Context

The “Story Pictures” assignment was created for CI 3750, Integrating Media and Technology into Teaching, during the spring of 2007 semester. It was created under the advisement of Dr. Jeff Goodman.

Impact

The following North Carolina Standard Course of Study areas were met for this assignment:

Third Grade: Language Arts

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.Objectives: 4.02, 4.05, 4.10

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.Objectives: 5.01, 5.02, 5.03, 5.04

Third Grade: Technology

Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies. Objectives: 2.01, 2.02, 2.07, 2.08

Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information. Objectives: 3.03

Additionally, students will be learning a diversity of skills in order to complete the “Story Pictures” assignment. Students will demonstrate the following skills or abilities: sequencing pictures, emphasizing the elements of a story, learning how to photograph an image, practicing their creative writing skills and usage of mechanics. If computers are available to students, they will furthermore learn how to copy and paste images inside a Microsoft Word document, and demonstrate the ability of using technological features within the actual document.

Alignment

This assignment met the following North Carolina Standards for Elementary School Teachers:

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

Indicator 8: Teachers know and understand written and oral composition processes. They understand the written language as a symbolic system; the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process; and the importance of teaching grammar and usage in context.

This assignment also met the following NETS-T Technology Standards:

•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 used technology to meet the needs of diverse learners by providing teachers with various instructions for modifications for diverse populations. Within the document labeled, ‘Teacher’s Instructions’, I noted multiple instructional strategies not only appropriate for third graders, but also younger and older grades. I also noted modifications for ESL learners.

•IV A. Teachers will apply technology in assisting student learning of subject matter using a variety of assessment techniques.

-This artifact shows that I used technology to assess students in a variety of ways by having the teacher print the pictures out for younger students instead of using technology, and having older students use email to email their teachers their completed stories. If printers are available for student’s use, have younger students print their stories out for you to hang up after graded. Modifications for older students to email their finished stories to their teachers were also included. Now, I will be able to take this completed project, actually grade that particular student, and reflect on what my students have learned.

•IV C. Teachers will apply multiple methods of evaluation to determine student’s appropriate use of technology resources for learning, communication, and productivity.

-Containing a set of documents within this artifact, students may complete the activity in pairs while teachers lead. Within the entire assignment, there are photographs, computer and non-computer instructions, and a rubric available to evaluate student’s progress and completed work. I also provided an included example, which could also be a method of evaluating and assessing a student’s work. I feel that many students need multiple assessments depending on the criteria their teacher is looking for, and the appropriate age level of the student.

•VI D. To promote safe and healthy use of technology resources.

- Promoting the safe and healthy use of technological resources, this artifact allows students to stretch during long amounts of time at the computer. When teachers do not encourage stretch breaks, students will begin to tire, and work may not be completed as well as their potential could be.

•VI E. To facilitate equitable access to technology resources for all students.

- Within this artifact, I ensured that all kids would have equal access to technology resources by suggesting that students should be grouped in pairs or switching off computer time. There will be some students in your classrooms that will not have access to computers at their homes, thus by ensuring students will switch off, all students will be able to complete their necessary assignments, and have equal access to technology resources.

This is a great example of a Storyboard. The weblink, is from an Technology Advisor that uses Digital Videos within his classroom to get kids thinking about Technology. The link,is a great Example of a Storyboard.