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EDU 625- INTEGRATING LEARNING & TECHNOLOGY

UNIT 2: PROJECT PLAN

Connie Stapleton

Unit 2: Project Plan

EDU 625: Integrating Learning & Technology

Michael Mallery

March 22, 2026

Project Plan:

(Interactive presentations)

 Technology-based activity on Short Story Creation 

   In my technology-based activity, I will introduce students to the process of creating a short story. The intended audience includes middle school eighth-grade students enrolled in an ELA course. Students in this course have previously had a brief introduction to the writing process and persuasive writing. I will first use an interactive presentation to introduce the activity to my students, incorporating a YouTube instructional video into PowerPoint. The purpose of the materials is to provide instructional lessons on the story-creation process for ELA coursework and future course instruction. A post from The Learning Counsel (2024) discusses the importance of technology in enhancing the effectiveness of instructional materials. When you provide a variety of learning materials, such as hands-on activities and digital tools, in instructional lessons, it can improve information retention and engage diverse learning styles. Besides fostering engagement, supplemental resources play a crucial role in differentiation and personalization (2024). Supplemental learning materials provide necessary accommodations and modifications to ensure that all students can engage meaningfully with the curriculum.

My project will include 7 subtopics on the process of creating short stories.

1. Generating and Developing Ideas
2. Creating compelling characters
3. Outlining the Plot
4. Writing the first Draft
5. Revise and Edit
6. Gathering Feedback
7. Final Submission

Below you will find an overview of what will be discussed in each subtopic: 

1. Generating and Developing Ideas: During this process, students will research ideas to write on, starting with a general idea or memory.

2. Creating Compelling Characters: In this process, students will develop their characters for their story.

3. Outlining the Plot: Students will outline the plot of their story by using the three-act structure. 

• Act 1: Introduction (Exposition)
• Act 2: Confrontation (Rising Action)
• Act 3: Resolution (Climax/Ending)       

4. Writing the First Draft: Students will write their first draft during this process. The focus is on getting the story down from beginning to end, with less emphasis on editing while writing. 

5. Revise and Edit: Student will learn how to eliminate scenes from their story and change wording that does not advance the plot.

6. Gathering Feedback: The student will gather feedback from classmates to find plot holes, confusing parts, and weak characterization.

7. Final Submission: A final recheck is performed before submitting each student’s completed work. Students’ completed work will be placed in the classroom library for their classmates to read and remain for future instructional lessons on short story creation. 

Course Objectives

• Upon completion of all instructional lessons, the student will have knowledge of how to begin the steps in creating a short story, such as revising and editing, gathering feedback, and outlining the plot. 
• Upon completion of all instructional lessons, the student will be equipped with information on other technology-based tools to assist in the story creation process.
• Upon completion of all instructional lessons, the students will have successfully completed their first short story creations and shown proficiency in the subject area.

References

Kolb, L. (2024, September 5). 7 Research Findings about Technology and Education. Edutopia. http://www.edutopia.org/article/research-effectiveness-technology-learning

Rougeuz, L. (2024, September 16). Why Supplemental Educational Resources are Critical to Educational Success. The Learning Counsel. http://thelearningcounsel.com/article/why-supplemental-educational-resources-are-critical-to-educational-success