YOUR NAME: Jo Ann Estevez
YOUR SCHOOL: Jericho Middle School
YOUR SUBJECT OR GRADE: Special Education: ELA, SS, Science, Math-Grades 6-8 & Assistive Technology
YOUR PHOTO (150x150 pixels):


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


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:


Cold Spring Harbor DNA Center

Founded in 1890, CSHL is a private, non-profit institution with research programs in cancer, neuroscience, plant genetics, genomics, and bioinformatics and a broad educational mission.
The Dolan DNA Learning Center (DNALC) is the world's first science center devoted entirely to genetics education and is an operating unit of Cold Spring Harbor Laboratory, an important center for molecular genetics research. The DNALC extends the Laboratory's traditional research and postgraduate education mission to the college, pre-college, and public levels. The DNALC is a unique learning resource at the local, national, and international levels. Educational opportunities and products are available through the DNALC such as: summer camp, Saturday classes, field trips, teacher training workshops and school district membership programs.

Cold Spring Harbor DNA Center
334 Main Street, Cold Spring Harbor, NY 11724
Phone: (516) 367-5170
Fax (516) 367-5182

The Dolan Cold Spring Harbor DNA Learning Center
is open to the public
Monday-Friday, 10 am-4 pm
Closed on Saturday and Sunday

There are no fees to view the center, however, there are varying fees for program participation.

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.
Gabcast! The Cold Spring Harbor DNA Center #1

The Dolan DNA Learning Center (DNALC) is the educational division of the Cold Spring Harbor Laboratory. It provides public programs for children, families, and schools. The DNALC provides students with a hands-on, multimedia exhibition about Life Sciences, particularly DNA and Genetics. The exhibit, The Genes We Share enables students to further internalize what they have studied in the classroom via textbooks, movies or labs. The DNALC is a short distance from the school and there is no charge for students to visit the exhibit. The DNALC is in alignment with the National Educational Technology Standards and the National Science Educational Standards for Grades 5-8.
View the PDF document below, which contains the National Educational Standards

E. Low Level Learner Documents will be placed here
Pre-visit assignment
Assessment/assignment instruction sheet
Scoring Rubric
Exemplar Exemplar for Low Level Learners

F. Intermediate Level Learner Documents will be placed here
Pre-visit assignment
Assessment/assignment instruction sheet
Scoring Rubric (PDF file)

G. Advanced Level Learner Documents will be placed here
Pre-visit assignment
Assessment/assignment instruction sheet
Scoring Rubric (PDF file)

H Reflection
List here all the web 2.0 tools you have used in your three sets of assessment/assignments.

The Colgate Smile Slideshow

WHY did you select these tools for the specific assignments?

1.) I chose the web 2.0 tool, The Colgate Smile Slideshow for the low level learner because the website offered a fun and easy way to create a slide show. The website allowed the users to create a trial slideshow with their pictures. This is a good tool to demonstrate the steps for creating a slideshow with the students. Each screen provided clear instructions with large red NEXT buttons. Since each screen had one step, there was less distractibility. The site provided pictures, a word bank, music and a mood for selection. The word bank allows for students to visually see the words they might want to select for their slide show. The mood and music each have corresponding pictures to choose from. The user can try each picture to listen to the music prior to their particular selection for the slide show. The Colgate Smile Slideshow also provided the ability for the user to upload their own pictures. Upon completion, the user can either post the slideshow on line or e-mail it to family and friends.

2.) I chose the web 2.0 tool, Toon Doo for the intermediate level learner because it was highly motivating, challenging and required the user to add captions and characters to backgrounds to create story book comics. The site also allowed the user to upload their own pictures to which they could add cartoon characters and bubbles with captions. The intermediate level learner would be able to navigate the website with some thought and practice and be required to express concepts in complete sentences with correct grammar and punctuation.

3.) I chose the web 2.0 tool, Slide for the advanced level learner because the website required uploading only the user’s pictures, typing text for each picture, selecting music and creating design patterns. On this site all on the features were on the same screen. The user could be easily distracted, so I wanted to challenge the advanced level learner. Although this tool was fairly straight forward, I wanted to make sure the students would remain focused because they were uploading significantly more pictures than the intermediate and lower level learners.

What are some of the challenges you might expect in terms of having your students use each of these tools?

Some of the challenges that I anticipate are:
1. Devising a secure means for registering students on sites because they need an e-mail address.
2. Some difficulties with the low learners using digital cameras.
3. Uploading pictures into one document that all the students share.
4. The students in the intermediate and advanced level learner groups working collaboratively when choosing photos, job responsibilities, designs, and text.