YOUR NAME: Katie Grossman
YOUR SCHOOL: West Hollow Middle School, HHH
YOUR PHOTO (150x150 pixels):


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

The development of new technology has certainly been highly beneficial for educators. No longer are teachers limited to the “chalk and talk” approach to a lesson, but rather can engage students in motivating, higher level thinking activities. However, as students travel along the technological path to knowledge, they may veer off to some tangential place filled with controversial material. Nancy Willard’s article on Internet safety is 100% correct in its observations and suggestions.

We cannot protect our students using traditional filters. I’ve often been blocked from many perfectly acceptable work-related sites at school, making it frustrating to plan lessons. Also, students are smart and they will find ways around these filters no matter what.

The answer to internet safety lies in the teamwork of districts, administrators, parents and students. Yes, students. It is unrealistic to believe that one teacher can monitor and block students from visiting prohibited sites and effectively punish wrong-doers. Instead, appropriate consequences must be enforced by administration to alert students that deviation from the rules is not overlooked. In addition, students must take responsibility for protecting themselves and others. They need to understand what is appropriate and they must alert adults when they encounter a problem.

If we all work together, the classroom can be a place where technology is regularly incorporated, giving students meaningful and useful lessons that they can include into their daily lives.

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):

Click to learn about PikiStrips!

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

New York Hall of Science


The New York Hall of Science, located in Queens, is one of the few remaining pieces of the 1964 New York World's Fair in Flushing Meadow-Corona Park. It is NYC’s only hands on science and technology institution. The museum contains hundreds of hands-on exhibits and activities that involve biology, chemistry, physics and mathematics.

4701 111th St
Flushing, NY 11368


April – June
Monday – Thursday 9:30 am – 2 pm
Friday 9:30 am – 5 pm (free 2 – 5 pm)
Saturday & Sunday 10 am – 6 pm (free Sunday 10 – 11 am)

July & August
Monday – Friday 9:30 am – 5 pm
Saturday & Sunday
10 am – 6 pm

September – March
Closed Mondays
Tuesday – Thursday 9:30 am – 2 pm
Friday 9:30 am – 5 pm (free 2 – 5 pm)
Saturday & Sunday 10 am – 6 pm (free Sunday 10 – 11 am)

Adults: (age 18 & over) $11
Children: (2 - 17, college w/ID) $8
Senior Citizens: (age 62 & over) $8
Science Playground fee: $4 per person, $3 for groups, plus general Hall admission fee (free to Family Plus Members and higher). The Science Playground is open to children of all ages with adult supervision, March - December, weather permitting.


Google Map:

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D. Click here to listen to why I picked the New York Hall of Science for my fieldtrip.

Other reasons to visit (as if you even needed any)?!?!? The New York Hall of Science has cost-effective group admission rates at measly $6 per student! In addition, the museum is conveniently located near the Grand Central Parkway and the LIE. All that separates you from all the excitement is a short 40 minute ride!

The state standards being addressed, in math are:
6.N.1 Read and write whole numbers to trillions, 6.N.2 Define and identify the commutative and associative properties of addition and multiplication, 6.N.23 Represent repeated multiplication in exponential form, 6.S.3 Construct Venn diagrams to sort data, 6.S.10 Determine the probability of dependent events

ISTE standards for technology being addressed are: create original works as a means of personal or group expression, communicate information and ideas effectively to multiple audiences using a variety of media and formats, understand and use technology systems, select and use applications effectively and productively, transfer current knowledge to learning of new technologies
a comic strip!
a comic strip!

Scoring Rubric (PDF file) Click to see the rubric
  • Exemplar (created by YOU)

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  • H Reflection
  • List here all the web 2.0 tools you have used in your three sets of assessment/assignments.
  • Flickr
  • Big Huge Labs
  • PikiStrips
  • TimeToast
WHY did you select these tools for the specific assignments?

Having blended students, I wanted to make my project for the low level learners as simple and user-friendly as possible, while still being able to show their experience on the fieldtrip. Many students are familiar with Flickr already and they simply had to create a photoset of 13 pictures. Next, they had to take their photoset and create a mosaic using Big Huge Labs. This site was super basic. All students had to do was follow my directions regarding layout and click "Create". The site automatically created a fun and eye-appealing mosaic of some of the students' favorite pictures.

For the intermediate level learners, I wanted them to not only show their pictures but also convey the content that they learned. A comic strip was perfect for doing both. PikiStrips takes ones own photos and transforms them into a comic. Students could be creative picking colors and layouts. They were also required to put a "bubble" into each cell describing what was going on in the frame. Again, the site was user-friendly and easy to navagate so I believe students would have few technical difficulties. In the end, this tool allows students to use their creativity while mandating their use of vocabulary and math content knowledge.

Finally, the advanced level learners used TimeToast to create an intricate timeline of famous mathematicians. While these students were only required to visit one exhibit, they needed to collect a large amount of very specific data that utilized some higher level vocabulary. Next they were required to take that data and formulate their own sentences describing the life and acccomplishments of each of their seven mathematicians. TimeToast was easy to use and put all this information into a beautiful, interactive timeline.
  • What are some of the challenges you might expect in terms of having your students use each of these tools?

Although the advanced learners have the most challenging material to tackle, I truly feel TimeToast is a simple, straight-forward tool. Therefore, I don't anticipate any challenges.

PikiStrips is also pretty user friendly. However, when I was making my examplar I had some difficulty creating a finished product. A few times, I put text bubbles in the comic that later disappeared when I pressed save?!?! I also rotated a few pictures that wouldn't show right-side-up in the final project no matter what I did. Students using this tool may experience similar problems.

Finally, low level learners who are not familiar with Flickr may be confused how exactly to make a photoset and transfer it over to Big Huge Labs. However, I think most people are familiar enough with Flickr that students can help each other.