Content
This project was created with Caroline Seufert, Amanda Burcham, and Morgan Gill in our Media and Technology CI3750 class in the Fall 2005 semester.  The four of us collaborated to create an idea for a video product based on the novel, Al Capone Does My Shirts, which was read in our RE 3030 class this semester.

Impact
Using video production will help me as a teacher because I now have a new idea for integrating technology into my classroom.  I learned how to sketch out scenes for a film, use a video camera to create different effects and shoot scenes, and how to edit film for different genres.  Having these new skills, I will be able to teach my future students how to complete a project such as this for a novel study or for other content area assignments, such as an advocacy for an issue in social studies or science.  Using this assignment will also provide me the chance to reach all types of learners and get to know their strengths better.  In addition to the above ideas, this assignment is a great way of steering away from the traditional book report or written assignment and steering towards the kinds of activities that allow students to be engaged and in control of their learning. 

Alignment
NETS-T I-B:  My video production artifact meets this standard because I have shown that I am willing to learn a new skill in order to have a knowledge of technology for using in my future classroom.  In this case, I learned how to produce a video for a purpose, as well as edit it to make a completed product.  This demonstrates me staying abreast of current and emerging technologies because I learned how to use a video camera and then import footage onto a computer so that I could edit the footage in an I-movie program. 
NETS-T II-D: After completing this project, I know how to manage using a video camera and editing equipment in its use for producing a product for a Language Arts activity.  During this project, my group and I shared responsibilities for creating scenes, filming, acting, and editing, much the same way a group of students might handle this same project should they be assigned to complete it.  This demonstrates my understanding of how to manage students using technology as a resource within the context of learning.
NETS-T VI-B:  In completing this assignment, I realize how much students will be empowered should I chose to use this in my classroom.  Students are in complete control of where they want this project to go in that they are given creative license with minimal requirements or restrictions.  The only stipulations we were given to complete this project were to use or adapt scenes from the book to produce a commercial and one other type of video product.  Having students complete this assignment will empower them to be creative and stretch their imaginations.  Creating a video will also allow students with diverse needs to take charge of their learning as well.  Because there are so many different roles in producing a video, all students can have something they are comfortable with.  The diverse roles in this project include writing, drawing, acting, filming, and using computers.  For all types of learners this project could be used.

NCDPI Standard 6, Indicator 1: This indicator was met because I have demonstrated an understanding of the vocabulary, techniques, and thinking processes of video production, which would fall into the theater area of the arts.  In creating this project, I worked with my group to create a story board needed to film our video.  Also, in filming and editing our project, I demonstrated an understanding of techniques needed in film.  Some of the techniques we used in filming were panning the camera view, zooming, special effects, etc.  In editing, we used techniques such as sound adjustments and adding music, inserting still images and moving images, cutting clips and adding them where they needed to be, etc.  All of these things demonstrate me meeting this indicator of Standard 6.