Technology Integration Plan

Your Name: Megan Sunderman

Mentee: Samantha Calfa
School: William Floyd

Grade Level: 1st Grade

Target ELA Standards

CCSS.ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate

understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.7 - Use illustrations and details in a story to describe its characters,

setting, or events.

CCSS.ELA-Literacy.RF.1.1 - Demonstrate understanding of the organization and basic

features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).

CCSS.ELA-Literacy.W.1.2 - Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.3 - Write narratives in which they recount two or more appropriately

sequenced events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.6 - With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.

CCSS.ELA-Literacy.SL.1.1 - Participate in collaborative conversations with diverse partners

about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.

CCSS.ELA-Literacy.L.1.1 - Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;
We hop).
d. Use personal, possessive, and inde nite pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; Tomorrow I will walk home).
 f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

CCSS.ELA-Literacy.L.1.2 - Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.

Target ISTE-S Standards

1. Empowered Learner - Students leverage technology to take an active role in choosing,

achieving and deminstaryong competency in their learning goals, informed by the
learning sciences.
1a. Students articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning process itself to
improve learning outcomes.
1b. Students build networks and customize their learning environments in ways
that support the learning process.
1c. Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

2. Digital Citizen - Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical.
2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.

3. Knowledge Constructor - Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.
3a. Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
3c. Students curate information from digital resources using a variety of
tools and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues
and problems, developing ideas and theories and pursuing answers and
solutions.

6. Creative Communicator - Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
 6a. Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
6b. Students create original works or responsibly repurpose or remix digital
resources into new creations.
6c. Students communicate complex ideas clearly and effectively by creating
or using a variety of digital objects such as visualizations, models or simulations.
6d. Students publish or present content that customizes the message and
medium for their intended audiences.

7. Global Collaborator - Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams locally and
globally.
7a. Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden mutual
understanding and learning.

Target ISTE- T Standards

1. Learner - Educators continually improve their practice by learning from and with others
and exploring proven and promising practices that leverage technology to improve
student learning. Educators:
1a. Set professional learning goals to explore and apply pedagogical
approaches made possible by technology and reflect on their effectiveness.

2. Leader - Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning. Educators:
2a. Shape, advance and accelerate a shared vision for empowered learning
with technology by engaging with education stakeholders.
2b. Advocate for equitable access to educational technology, digital content
and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, evaluation, curation
and adoption of new digital resources and tools for learning.

3. Citizen - Educators inspire students to positively contribute to and responsibly

participate in the digital world. Educators:
3a. Create experiences for learners to make positive, socially responsible
contributions and exhibit empathetic behavior online that build relationships and
community.
3b. Establish a learning culture that promotes curiosity and critical
examination of online resources and fosters digital literacy and media fluency.
3c. Mentor students in safe, legal and ethical practices with digital tools and
the protection of intellectual rights and property.
3d. Model and promote management of personal data and digital identity and
protect student data privacy.
4. Collaborator - Educators dedicate time to collaborate with both colleagues and
students to improve practice, discover and share resources and ideas, and solve problems.
Educators:
4a. Dedicate planning time to collaborate with colleagues to create authentic
learning experiences that leverage technology.
4b. Collaborate and co-learn with students to discover and use new digital
resources and diagnose and troubleshoot technology issues.
4c. Use collaborative tools to expand students' authentic, real-world learning
experiences by engaging virtually with experts, teams and students, locally and
globally.

5. Designer - Educators design authentic, learner-driven activities and environments

that recognize and accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences
that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards
and use digital tools and resources to maximize active, deep learning.

6. Facilitator - Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students. Educators:
6a. Foster a culture where students take ownership of their learning goals and
outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital
platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design
process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate
ideas, knowledge or connections.

7. Analyst - Educators understand and use data to drive their instruction and support
students in achieving their learning goals. Educators:
7a. Provide alternative ways for students to demonstrate competency and
reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and
summative assessments that accommodate learner needs, provide timely
feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students,
parents and education stakeholders to build student self-direction.

Technology
One: Storyjumper - Storyjumper is a free website that offers students the chance to
write, create, and publish their own stories. Teachers can order books as professional published
books for additional prices. Storyjumper offers simple creating tools that engage students
creativity skills, as well as, students can demonstrate their story book writing abilities. Students
are able to illustrate and write a book, whether it be imaginative, informational, or a narrative.
Students are able to look at other students story books and read through them. Students can
collaborate with one another and discuss their story books. Storyjumper is a motivational tool, in
which it engages all learners to learn, as well as, create a story or stories. Storyjumper
differentiates for all learners by allowing students to be creative and imaginative by using
images, props, scenes, text, and add voices. Storyjumper is also easy to use and easy to
navigate. When using Storyjumper, students start to comprehend story concepts, such as
sequencing, plot planning, and other story elements by allowing students to create their own
stories. Storyjumper involves critical thinking and creativity. Teachers can assess students by
reading the students story books that they created. Students and teachers can use Storyjumper
by using the schools computers and Internet.

Two: My Storybook - My Storybook is a free digital storytelling website.

Mystorybook.com allows students to create colorful short stories with tools offered by the
website. Students can use clipart from My Storybook or they can upload their own images.
Students can use the drawing tools and create their own artwork. Students can add text to their
story and change the font, font color, and font size. Students can share their work with others
and collaborate with one another about their stories. Students can also read other story books
created by others, by clicking on the Library tab on the website. Using My Storybook is an
effective way for teachers to teach students about story elements, dialogue, character
development, etc. My Storybook allows teachers to assess if students understand how to use
the website, as well as, what is being taught to them based on the story they create.
mystorybook.com is an effective way of teaching students to think creatively and write stories.
My Storybook differentiates for all learners by allowing students to be creative and imaginative
by using images, scenes, creating their own artwork, and adding text to their story. My
Storybook is also easy to use and easy to navigate. Students and teachers can use My
Storybook by using the schools computers and Internet.

In addition to the two tools, what other technology resources are needed? (equipment
and software)
 Computers
 Interactive Whiteboard
 Internet Access
 Account for storyjumper.com
 Account for mystorybook.com

Procedure:
Day 1: Teacher goes over and reviews different story elements with students, such as
characters and setting(s). Teacher and students discuss different characters and settings that
they have read about before in different books. Students create a picture of a character or
characters from a book they choose and draw the setting(s) from the book in which the
character is in. Teacher and students talk about how characters change and how settings
change throughout a book.

Day 2: Teacher reviews what they went over in day 1 and then the teacher introduces
the website storyjumper.com by using the Interactive Whiteboard. Teacher discusses with the
students what Storyjumper is and what the students will be doing on the website. “Students are
going to create their own story book, by using different characters, settings and/or scenes, and
text or audio”. Teachers show the Storyjumper tutorial to the students and the teacher
demonstrates how to create a story book on Storyjumper. Teacher hands out the login
information for students to login to the website. Students go the computers and start to create
their own story book on the website

Day 3: Teacher does a quick tutorial on how to get to the website Storyjumper, as well
as, the teacher reminds students how to use the website and reminds the students what they
are creating on the website. Students continue working on their story book. When finished
creating their story books, students share their storybook with their classmates and the teacher.

Day 4: Teacher holds a discussion on what the students have been doing for the past
three days. Teacher introduces the students to the website, mystorybook.com Teacher uses the
Interactive Whiteboard to explain to the students what My Storybook is. Teacher shows the
students a tutorial on how to use the website. Teacher demonstrates how to use My Storybook
by creating a story book. Teacher informs the students what they will be doing independently,
“Students are going to create a story book about anything they would like by using characters,
settings and/or scenes and text.” Teacher hands out the login information for students to login to
the website. Students go onto the computer and start to create their own storybook on
mystorybook.com.

Day 5: Teacher does a quick tutorial on how to get to the website My Storybook, as well
as, the teacher reminds students how to use the website and the teacher reminds the students
what they are creating. Students continue working on their story book. When finished, students
share their storybook with their classmates and the teacher.

Day 6: Teacher puts the students into groups and in the groups students will discuss and
compare the two digital storytelling websites. Students will discuss which website they liked
using better and the differences and similarities between the two websites. They will also
collaborate with one another about the stories they created on each website and how they
created different stories on each website. Teacher regathers the students and students share
their discussions and opinions with the whole class.

Assessment Method
Mrs. Paulette assessed the students finished story books, by reading through each
students story book on both websites and looked to see if students understood how to use both
websites, if students created a story and used different characters, settings/scenes, and text.
Mrs. Paulette used a scale rubric to assess the students work and based the rubric on the
usage of the websites, student creativity, and usage of the two story elements. To differentiate
for different learners, Mrs. Paulette let some students explain their story book to her and she
assessed those students based on their work and what they presented to her. Mrs.Pauleet also
listened to the the discussion students had during their group time to see is students could
verbally discuss the two websites and what they created.
TPACK
Mrs. Paulette knew her content very well and she is well educated on story elements.
She has a lot of experience teaching story elements, but she did not know what technology
tools to use to help teach story elements and allow students to demonstrate their understanding
of story elements. I Introduced Mrs. Paulette to the websites, Storyjumper and My Storybook. I
informed her on how both websites can be utilized to help teach story elements in both ways, in
which students can use technology and demonstrate their understanding of story elements.
Both technology tools were thought out to engage students and allow students to be creative
and use their imagination. Ms. Paulette enhanced the content she was teaching by using direct
instruction and group discussion by partnering with two technology tools to help her make the
content accessible to all students. The framework of TPACK works together to increase
students motivation, as well as, make the content more accessible to students.

KeyStone Part II: Implementation Case Study

Introduction
In this case study, I integrated two technology tools, Storyjumper and My Storybook, as
a way to implement technology into teaching story elements by creating a digital story book. The
idea of the case study was to see if students could better understand story elements by creating
a digital story book independently. I wanted to see if students would be more engaged in their
learning. The case study also focused on Mrs. Paulette and help her implement and integrate
technology tools in her classroom to help her teach story elements and assess her students
using technology.

Situating the Case

I was talking to Mrs. Paulette, a 1st grade teacher, one day and she was telling me that
she was trying to implement technology into her lesson about story elements and she wanted
her students to create a story book, but she did not know what to use. I then informed her about
this project and asked her to help me with the assignment. We discussed different technology
tools that she could use with her students to help her teach about story elements and for
students to demonstrate their understanding of story elements. I introduced Mrs. Paulette to the
two technology tools, Storyjumper and My Storybook. She researched the two websites and she
loved the idea of implementing the two websites into her lesson. I met with Mrs. Paulette
throughout the week and we worked together on how she would implement the technology into
her lesson. We created story books on both websites and created a plan on how to introduce
the websites and utilize them with the class. We also discussed how to assess the students on
the story books they create.
Throughout the days Mrs. Paulette would inform me about how her lessons were going
with her students and how she utilized the two websites. She informed me how the students
were doing with the websites and she shared with me the story books her students created on
both websites. She also shared with me the discussion her students had in groups and we
discovered that majority of the students liked the website, My Storybook than Storyjumper.
Students thought that My Storybook was easier to navigate and they were able to be more
creative. We concluded that students both created great stories and used the story elements in
their stories throughout both websites.

Data Analysis
The teacher assessed the students by using a rubric to assess students created story
books from both websites. The rubric consisted of three columns in which stated, Outstanding,
Good, and Needs Improvement in which was determined by students usage of the websites,
student creativity, and usage of the two story elements throughout the story book. The teacher
also provided comments on each students rubrics in which provided some kind of positive
feedback about their story books. The teacher observed the students when they were on the
computers and while they were creating their story books on each website. When the students
were in groups the teacher listened in on the students conversations and observed how the
students worked together and assess their comprehension of both websites.
Conclusions, Limitations and Suggestions for Future Research
I believe that the implementation of both Storyjumper and My Storybook led to a
successful lesson and positive results for both the teacher, as well as, the students. The use of
both technology tools allowed students to be engaged and creative. The technology tools
differentiated for all types of learners and the tools allowed these learners to participate in the
lesson, as well as, learn from the lesson. I found that majority of the students liked the website,
My Storybook better because they were allowed to be more creative by being able to draw their
own artwork. Students were successful in including both story elements of characters and
setting(s) throughout their storybooks that they created on both websites. The students got to be
involved in their learning and they got they got to use their creative skills and imagination.
Implementing technology tools into the classroom and lessons allows teachers to
differentiate for each of their students. Students are engaged and involved in their learning.
Students get to be creative, they get to collaborate with others, and these tools enhance their
future. Implementing and integrating technology tools into the classroom benefits, both, the
teacher and the students.