YOUR NAME: Jessica Garabedian
YOUR SCHOOL: Valley Stream Central High School
YOUR SUBJECT OR GRADE: Math: Grades 10-12
YOUR PHOTO (150x150 pixels)

A. Place your informal response to the Web 2.0 Safety Article here (approximately 250 words):
I believe that the most effective way for teachers to increase safety and reduce misuse of the internet in classrooms is to provide students with meaningful activities for discovery learning as well as plenty of supervision. Personally, I believe that students are more “at risk” when they lack the proper supervision while exploring the internet. In the school district that I teach at, there are a lot of filters used to prevent students from socially networking during the school day. However, students are constantly searching and effectively finding web tools that lift the filters and blocking software that schools have put into place. The most effective teachers are those who are constantly facilitating student learning and monitoring their internet usage. In my school, we are constantly updating the server with new websites that should be blocked as they do not promote educational ideas. However, as the article brought up, rather than just blocking these sites from students, educators should be providing students with workshops on the potential risks associated with the blocked sites. Perhaps a guest speaker or youth that has experience in this area would be influential for young students.

Lastly, rather that spending the time and money on blocking websites, I feel that school administrators should be training teachers on ways to create effective lesson plans that incorporate the use of the internet. For example, workshops with the school librarian and/or educational technologist could help teachers plan effective lessons. When I attended a workshop with my media specialist, my eyes were opened to a world of electronic resources I did not know were available in the school. These resources were also effective at keeping my students on task when completing their research reports on famous mathematicians due to the ease of navigation.

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:

Name of the resource site/museum: Long Island Children’s Museum

A description of the resource site/museum: LICM is a hands- on museum located in Garden City, NY. According to the
website, the museum is a place where visitors can "play, learn, and have fun." The museum values creativity, diversity, community, and respect. The mission statement explains more about the background of LICM.

A photo of the resource site/museum (if possible)

Address: 11 Davis Avenue, Garden City, NY 11530

Telephone number: (516) 224-5800

Hours of operation
July–August: Open daily, 10 a.m.–5 p.m.

Fees if any:
General Admission: $9

Website of the resource (if it has an online presence)

URL of a google map of this resource site/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.
Gabcast! Team Summer 2008 #0 - Why I Chose LICM....

I would visit the Long Island Children’s Museum with my students in order to facilitate the real world connection with the museum and the subject of mathematics. This connection is too frequently ignored by teachers and leads to frustration among students because they do not see the realistic ties that mathematics and everyday life have. For example, the question, “When will I ever use this in life” often is asked by students who are not exposed to these connections.

The time and financial expense of this trip is well worth it. The trip can be done meaningfully during one school day. Typically, visits last one and one half hours and are lead by trained museum educators. There are also specific workshop programs that can be made available for students based upon the content area that students are focusing on during the field trip. These workshops provide educators with pre and post visit activities that adhere to the NYS and ISTE standards. Moreover, LICM can create and facilitate an interdisciplinary field trip if desired by the school. The website outlines all of these student programs for educators to research ahead of time. Lastly, the admission fees to LICM are cost effective at a rate of $8 per student with chaperones attending for free.

One of the activities that I am interested in is called Structure and Function. It is appropriate for grades K-6 and is interdisciplinary in nature. During this workshop, students are encouraged to examine the relationship between art, math, technology, culture, and the environment. The NYS standards addressed in this workshop include Math, Science, Technology: 1, 2, 4, 5, 6; Health and Family Sciences: 1, 2 English Language Arts: 1, 2, 4; Social Studies: 3.

E. Low Level Learner Documents will be placed here
Pre-visit assignment

Standards Objectives Goals

Assessment/assignment instruction sheet:

Scoring Rubric

*Exemplars are formatted in the above word document.*

F. Intermediate Level Learner Documents will be placed here
Pre-visit assignment

Standards Objectives Goals

Assessment/assignment instruction sheet

Scoring Rubric


G. Advanced Level Learner Documents will be placed here
Pre-visit assignment

Standards Goals Objectives

Assessment/assignment instruction sheet

Scoring Rubric


H Reflection

The Web 2.O tools that I used were: Kyolo, Pikistrips, Animoto, Gabcast, and Youtube.

Kyolo was a very easy tool to use because it helps students to create an explanation of their learning using their own pictures as motivation. It is also a method of assessing students time on task without formally watching and observing the students on the visit. I would use Kyolo in class because it is entertaining, fun, and utilizes students creative side to reinforce their learning.

Pikistrips was a tool that I chose because it was a bit more difficult to use than Kyolo. I chose pikistrips to make students create a story to depict what they learned while at LICM. It is a great tool to motivate students to reflect on their learning using pictures as a motivating factor. Additionally, pikistrips is helpful for me to assess the students understanding of the galleries at the LICM.

Animoto, Gabcast, and Youtube- I chose to use these three tools in conjunction so that my advanced learners could create a video with their own voice narrating what they viewed at LICM. I wanted students to take meaningful pictures, and combine these pictures with a recording that practices their communication skills in the area of mathematics. The reason I chose Youtube as a tool was so that the students could take pride in their work, and display their work on the internet for all to view. As the teacher, I would embed all of these videos on a class wiki/website for my students to preview and peer review.

With respect to all of the Web 2.0 tools that I chose, I expect to have problems such as students possibly forgetting login names/passwords, network problems, and/or tools not working on certain browsers. However, I can help students remember their login names/passwords by creating a master list in my files. I can help students with browser issues by introducing them to Firefox in addition to Internet Explorer. Lastly, although network problems are unpredictable, I could accommodate students by having them speak with their peers about their projects while the network is down. This would allow time for reflection on what they are constructing, and a peer critique to help students revise their ideas before completing a final project. To conclude, all of these tools were relatively easy to manipulate and learn. I believe the current generation of students will thrive using new technology that is similar to the technology that they have been accustomed to.