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Edna Zarraga

on 12 December 2013

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Transcript of Storyjumper:

An Action Research Project

Data Collection and Analysis
A Book Sample
Here is a sample of a book written by one of my 4th Grade students. This is just the first draft of Abigail's book. Obviously, it needs editing.
What Is My Next Step
The Problem

Most of the students in my 4th Grade class develop “writer’s block” when given a writing prompt. Although they are familiar in using various prewriting strategies, they still have difficulty in starting a paragraph. Perhaps they do not have adequate prior knowledge of the assigned topic or they are not interested or excited about a particular topic. Hence, they struggle in writing even just a few sentences. On the other hand, the students enjoy listening to and telling stories to one another. They are natural storytellers. I can integrate their storytelling skills with creative writing through the use of technology. I will introduce Storyjumper (www.storyjumper.com), a website that gives students an opportunity to create their own original stories in seven (7) steps and discover stories written by and for children.

The purpose of this action research is to determine the effect of using the website Storyjumper on the behavior and engagement of 4th Grade students towards writing. Will there be an improvement?

“If I integrate technology through the use of the website Storyjumper, how will students’ behavior towards writing be affected?”
I recorded my observations in a journal and took pictures of my students as they worked on their books in Media class.
Based on the reflections of my students, I am inspired to do more creative wiritng projects of this type. I may use a different site for our future assignments to give my students an opportunity to experience the various technology tools available.
A Student's Reflection
In our Language Arts class, my students filled in the StoryJumper worksheet which was an outline of their book.
At the end of the day, I read their books. I noted the progress of each student and listed suggestions to improve the work.
Take Action
Week 1: Collaborate with the Media Specialist to use the students’ Media class period (55 minutes) twice a week for the duration of 6 weeks for this action research. I will team teach with the Media Specialist in developing lesson plans and assessment strategies. Both of us will use the Class Management feature of the website to monitor progress of the students on a weekly basis. The Media Specialist will be responsible for assessing the students on the technical aspects of the research while I, as teacher-observer, will maintain a journal to record my observations of the behavior of the students. I will also grade the completed original story as a 2nd quarter Language Arts project.

Week 2 (Sessions 1-2): Inform students that they are expected to write their own original stories (writing project) using the website www.Storyjumper.com while in Media class. Introduce the website, show story examples, and learn its features. Students do hands-on activities with the help of the Media Specialist (create an account, login/logout procedures) and practice navigating the website. Homework: Students will think about what story to write.

Week 3 (Sessions 3-4): Discuss the elements of a story in Language Arts class prior to Media class. Students start to create their own stories following the seven (7) steps given in the website. Homework: Students decide on the theme of their stories.

Weeks 4/5 (Sessions 5-8): Students finalize story themes. With the assistance of the Media Specialist, students work on their stories. I will continue to observe students’ behavior and monitor students’ progress through the Class Management feature of the website.

Week 6 (Sessions 9-10): Students share their stories with the whole class. Parents and family may also read their child’s original stories by accessing the website using their child’s login password. Students write a reflection essay. Confer with the Media Specialist to compare and discuss observations during the 5-week period of implementation.


Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Retrieved on December 8, 2013 from http://www.infotoday.com/mmschools/jan02/banaszewski.htm

Kharbach, M. (2012). 9 outstanding apps to teach creative writing. Retrieved on December 8, 2013 from
http://www.educatorstechnology.com/2012/11/9-outstanding-apps-to- teach-creative.html

Jonassen, D., Howland, J., Marra, R.M. and Crismond, D. (2010). Supporting creative writing with technology. Retrieved on December 8, 2013 from
http://www.education.com/reference/article/supporting-creative-writing- technology/

Nagel, D. (2013). Teachers: technology encourages student creativity, makes teaching writing easier. Retrieved on December 8, 2013 from
http://thejournal.com/articles/2013/07/16/teachers-technology- encourages-student-creativity-makes-teaching-writing-easier.aspx

Purcell, K., Buchanan, J. and Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Pew Research Center’s Internet in American Life Project. Retrieved on December 8, 2013 from http://www.pewinternet.org/Reports/2013/Teachers-technology-and- writing/Summary-of-Findings/About-this-Study.aspx

Pytash, K.E., Ferdig, R.E. and Rasinski, T.V. (2013). Preparing teachers to teach writing using technology. ETC Press. Retrieved on December 8, 2013 from
http://www.etc.cmu.edu/etcpress/content/preparing-teachers-teach- writing-using-technology

StoryJumper. Retrieved on December 8, 2013 from

Teach Thought (2012). 10 ideas for using technology to teach writing.
Retrieved on December 8, 2013 from http://www.teachthought.com/technology/10-ideas-for-using-technology- to-teach-writing/

Using technology to enhance writing (n.d.). Pressented by The Southern Regional
Educational Technology Training Center. Retrieved on December 8, 2013 fromhttp://www.ettc.net/Trainer/Handouts/WritingHandouts.pdf

Watkins, A. (2007). Using digital technology to enhance creativity in reading and writing. Theme: How can technology enhance the creative learning opportunities?. A paper presented at Improving University, Jaen, Spain. Retrieved on December 8, 2013 from http://www.teachers.ash.org.au/teachereduc/indexTE.html

Kiss the Rain by Yiruma (Background music from iTunes)
by Edna N. Zarraga
Students can access their StoryJumper accounts from school and home using designated passwords. Parents can also create their own accounts to read their child's book or create a book of their own to share and publish.
Problems Encountered
1. Internet connection unstable/ unreliable/ not fast enough.
2. No Internet at home.
3. Not enough time to work on the book (50 minutes per period/ twice a week)
during Media class.
Full transcript