REFLECTION FOR STUDENT: Students are reflecting throughout the assignment when writing in journals, meeting in groups and having the reflective conversation with the teacher to come to a consensus of the finalized self-assessment grade. REFLECTION FOR TEACHER: Teacher is reflecting during the assignment as students react to activity and by observation of motivation and engagement in the creation of the online books. During reflective conversation with student, teacher will take notes on how the student felt and evaluated the assignment. After total completion teacher will make notes on this lesson plan as to what went well and what needed adjustment. Teacher will then have a great big, genuine, and heavy, sigh of relief. That was the end of the first draft, then I implemented my relevant and innovative learning scenario and this is what I learned. The point to this assignment was to tie it into my action plan and to see if digital storytelling helped with motivation and engagement for special education students. I found it did both. They were very highly motivated to continue to go to the StoryJumper site and also did it at home. They kept asking to go to the computer so that they could work on their books. They were very engaged and shared their adventure with their peers. One student would discover something and tell the others, learning happened like a wild fire. I didn’t show them much about the site; I feel the students can discover just about everything that the site has by discovery. That is exactly what happened and it was a joy to watch. After completing the assignment, I discovered that the students were indeed far more engaged with this project than I had ever seen them. They were happy to work for two straight hours. I had to stop them or they would have worked on it all day. They discovered very quickly that they could download their own images and some of the stories changed after they found out they could truly customize their book. In fact, I had to limit the time they spent searching for other pictures, they were losing sight that the point of the project was to write a story, not create a scrap book, as one student said. I also added making a storyboard because they were off task with downloading the images and they were not being consistent their stories. StoryJumper displays two pages at a time and some of my special education students had a hard time being consistent from display page to display page. Not everyone liked doing a storyboard or had no idea what a storyboard was. I would start with diagramming a story first before introducing StoryJumper.com. next time and developing storyboards. I also discovered their literary skills better than the assessments we do. I saw them in action and I now know what a particular student needs to develop skills in punctuation, character development, capitalization, and the other general mechanics of writing skills. I think I learned more than they did. I certainly learned about them as individuals and that helped me make many different connections for further lessons and skills, and who they really are. I am also able to view their books at any time to check on their progress and to help parents decide if they want to purchase the hard copy. I love this Web 2.0 tool! We all had a great time doing this and I am excited about finding other sites for other subjects that will be this engaging for them. I think the interactivity is the key to holding their interest and that they aren’t constrained by the classroom. They can define their own boundaries and leave the real world’s frustrations behind them. I thought they would race through this and we would finish at the end of the week. They are taking their time and they are not ready to stop. Their stories are just beginning and I will use this during language arts periods to help them remember punctuation and mechanics. I learned this is limitless. This was a big success!