YOUR NAME: Anne Brusca
YOUR SCHOOL: Center Street Elementary School, Herricks
YOUR SUBJECT OR GRADE: Library Media Specialist, K through 5
YOUR EMAIL ADDRESS: annebrusca@gmail.com
YOUR PHOTO (150x150 pixels):


HeadShotSmall150




A. Place your informal response to the Web 2.0 Safety Article here (approximately 250 words):

I couldn’t agree more with this article! Having spent five years as a teaching assistant in a high school library, I dealt with teens and the internet every day. Although the filters that were in place in the high school were there for the students’ safety, they were a hindrance most of the time. Simple things like students trying to access information that they sent to their email (mostly papers they had written) could not be accessed from the school computers. This led the students to become adept at going around the filters in a number of different ways, too numerous for us to keep up with. Of course there were the kids who were just trying to access their MySpace pages, but for the most part, the filters hindered the students trying to do legitimate work and research. I liked the five key components Nancy Willard suggests to have in place for an effective internet safety program in schools. The need for a real, substantive educational purpose for internet use goes without saying, however, there are times when students have access to the internet either during free periods, or even at the end of a computer class when a student finishes the class work early. In this instance, the second component mentioned in the article, supervision and monitoring, is very important. I found in my experience in the high school that even the so-called good students had to still be supervised and monitored while on the internet. Students do not always use discretion when searching online or connecting with others through social networking sites. For this reason, a remote monitoring system would make teachers’ lives a lot easier! Instead of continuously roaming the room and having students click out of inappropriate sites the second you are near (happened to me a lot!), a remote monitoring system would take care of this situation. Also, having better accountability and tracking of student internet histories would alleviate problems and make meaningful consequences more attainable.





B. Post the URL or embed your presentation on the new web2.0 tool you have discovered for possible use with a fieldtrip here (remember, you must use a web2.0 tool to do this):







C. Place your community resource information here making sure you include the following information:

Click here for or see below.

external image ext.jpgexternal image LunarModule133x84.jpgexternal image BlueAngel133x84.jpg

Cradle of Aviation Museum


Charles Lindbergh Blvd.
Garden City, NY 11530

For General Info:
  • Phone: 516-572-4111
    Fax: 516-572-4065
  • Group Reservations: 572-4066
Hours:
  • Museum Galleries are open Tues.-Sun., 9:30-5:00 pm
  • IMAX is now open 7 Days
Ticket Pricing Schedule:

Cradle of
Aviation

Classic
IMAX®

Hollywood
IMAX®

Firefighters
Museum

Adult
$9.00
$8.50
$13.50
$4.00
Child (2-12 years)
$8.00
$6.50
$11.50
$3.50
Special Discount*
$8.00
$7.50
$12.50
$3.50
*Senior Citizens 62+, Volunteer Firemen & Non-Ambulatory Visitors
· Specially priced combination tickets are available at the box office.

Website: www.cradleofaviation.org
Directions to the Cradle of Aviation Museum:
  • Meadowbrook Parkway to exit M4, follow signs to Museum Row which will put you on Charles Lindbergh Blvd, stay on Charles Lindbergh Blvd. to the second traffic light and turn right into the parking lot.
Google Map of Cradle of Aviation Museum:




D. Discuss here why you would visit this resource site/museum with your students. Defend or justify both the financial and time expense of such a trip. Include the visit's connection to State standards for both curriculum area and technology (you may use ISTE standards for technology). Be specific in defining exact standards that will be addressed.

Working collaboratively with a classroom teacher, I would help that teacher build a research project around the Cradle of Aviation museum. This site is local to our school, so the financial expense for travel would be less. The time taken for this field trip would be well spent, since creating a project based research issue will benefit the students. I would tailor the project to meet the Information Literacy Standards regarding acessing and retrieving information, as well as the ability to work well in a group and present information. A visit to the Cradle of Aviation museum could also be connected to State standards for science, tying into the study of aeronautics and space travel, as well as the Social Studies curriculum standards, with respect to the history of aviation, and local history unique to this area of Long Island. For purposes of this class, I focused all these library activities on the Information Literacy and National Educational Technology standards as set forth below:

Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and effectively.
Indicator 1: Recognizes the need for information.
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
Indicator 3: Formulates questions based on information.
Standard 2: The student who is information literate evaluates information critically and competently.
Indicator 1: Determines accuracy, relevance and comprehensiveness.
Indicator 2: Distinguishes among fact, point of view, and opinion.
Indicator 4: Selects information appropriate to the problem or question at hand.
Standard 3: The student who is information literate uses information accurately and creatively.
Indicator 1: Organizes information for practical application.
Indicator 2: Integrates new information into one’s own knowledge.
Indicator 3: Applies information in critical thinking and problem solving.
Indicator 4: Produces and communicates information and ideas in appropriate formats.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
Indicator 1: Shares knowledge and information with others.
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions.
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

National Educational Technology Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
d. Identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts or others employing a
variety of digital environments and media.
d. Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
d. Process data and report results.

4. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.

Gabcast! 21st Century Skills Class #1



Gabcast! 21st Century Skills Class #2




E. Low Level Learner Documents will be placed here
Pre-visit assignment (attach worksheet as a Word document AND a PDF file)



Museum Visit Activity

Assessment/assignment instruction sheet (must include the use of at least one web 2.0 tool by the student)(attach worksheet as a Word document AND a PDF file)


Scoring Rubric (PDF file)


Exemplar (created by YOU)



F. Intermediate Level Learner Documents will be placed here
Pre-visit assignment (attach worksheet as a Word document AND a PDF file)


Museum Visit Activity

Assessment/assignment instruction sheet (must include the use of at least one web 2.0 tool by the student)(attach worksheet as a Word document AND a PDF file)


Scoring Rubric (PDF file)


Exemplar (created by YOU)



G. Advanced Level Learner Documents will be placed here
Pre-visit assignment (attach worksheet as a Word document AND a PDF file)



Museum Visit Activity


Assessment/assignment instruction sheet (must include the use of at least one web 2.0 tool by the student)(attach worksheet as a Word document AND a PDF file)



Scoring Rubric (PDF file)


Exemplar (created by YOU)





H Reflection
List here all the web 2.0 tools you have used in your three sets of assessment/assignments.
I used VoiceThread, PhotoStory and circaVie for the assessments. In order to create the assessments I had to also use MovieMaker for some video clips in the time-line and YouTube to upload videos into the timeline.
WHY did you select these tools for the specific assignments?
I felt that VoiceThread was perfect for lower level learners who could answer questions about photographs which the teacher would chose. I personally love PhotoStory, because with very little effort, you get a very professional looking presentation. I felt this was perfect for intermediate level learners who could handle collecting and choosing their own images, writing some captions and adding their own narration, something they love to do. Finally, I really thought a timeline was the perfect assessment for the advanced level learners, since it required a compilation of pictures and facts from all the major areas of the museum. I picked circaVie as the Web 2.0 tool to do this because of its easy interface, its tools to import both images and videos, and its clarity and superior format of the finished timeline.
What are some of the challenges you might expect in terms of having your students use each of these tools?
VoiceThread is pretty easy, so with teacher's help and the teacher choosing the pictures, students shouldn't have a problem, especially since they can choose how to respond, either in writing or speaking. PhotoStory again is also very easy to use, so with some teacher instruction, students should be able to navigate through the different tasks. With the timeline, circaVie is also easy to use once you get the hang of it. I think the biggest obstacle will be the students' ability to organize all their photos and videos so they can find and use what they need! I know that's what took me the longest!