YOUR NAME: Michael Terlizzi
YOUR SCHOOL: West Hollow
YOUR SUBJECT OR GRADE: 6th
YOUR EMAIL ADDRESS: train25@optonline.net


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

Web safety is certainly a hot topic in schools as of late. The fact of the matter is that as the use of technology grows in schools, students and teachers are going to be more susceptible to the pitfalls of the internet. Some of these pitfalls are inappropriate websites, and the use of networking tools such as my space and facebook by students. Schools often filter their computers so that students are "blocked" access, but students often have the ability to bypass those filters. Regulations need to be put in place to protect both the students and schools, but there has to be an understanding that with technology being used more often, there are going to be problems that arise. If we want students to be technologically advanced, then we have to be ready to accept that there are going to be some negative effects.

It would seem the positives of students and teachers using technology far outweighs the negative effects. As a teacher who enjoys using technology, I understand the problems with technology, but feel that the rewards of technology usage in the classroom is well worth any possible negative impact it may have.



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:

Walt Whitman Museum

Name of the resource site/museum: Walt Whitman Museum

A description of the resource site/museum: In 1819, Walt Whitman, widely recognized as America’s greatest poet, was born in a small farmhouse in the rural Long Island community of West Hills in the town of Huntington. Whitman’s writings are treasured for capturing the nation’s spirit during the nineteenth century and examining some of the era’s most significant events including westward expansion, immigration, slavery, and the Civil War.


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


Address: 246 Old Walt Whitman Road
West Hills, NY 11746-4148


Telephone number: 631.427.5240


Hours of operation: June 15 thru Labor Day:
Open Monday - Friday, 11-4
Saturday - Sunday, 11-5.



Fees if any:Admission:
$5 Adults
$4 Seniors/Students
Free for WWBA members and children 5 and under


Website of the resource (if it has an online presence): http://www.waltwhitman.org/Index.asp


URL of a google map of this resource site/museum: http://maps.google.com/


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.

The Walt Whitman Museum is a wonderfully exciting place to visit. The historical and educational experience of Walt Whitman will last with both students and adults for a lifetime. From the Civil War, to slavery, to Westward Expansion, the museum covers some of the most important events in American history. I would visit this site with my students in order to give them a better understanding of Westward Expansion, slavery, and the Civil War; three topics covered in 5th grade.

This trip should take roughly 3-4 hours, and would not even take up the whole school day. It leaves room for pre-instruction, as well as immediate post trip instruction. The cost is minimal, and could always be defrayed by a fund raiser.
Many state standards are being addressed in this trip, with a focus on the Social Studies standards of the 5th grade curriculum
.

Social Studies:
Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United Slates and New York.

English Language Arts:

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language, and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.


Technology:
1 Basic operations and concepts

> Students demonstrate a sound understanding of the nature and operation of technology systems.



> Students are proficient in the use of technology.
3 Technology productivity tools

> Students use technology tools to enhance learning, increase productivity, and promote creativity.



> Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4 Technology communications tools

  • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.


  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5 Technology research tools

  • Students use technology to locate, evaluate, and collect information from a variety of sources.


  • Students use technology tools to process data and report results.


  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.


Gabcast! http://www.gabcast.com/index.php?a=episodes&b=play&id=21193&cast=84033



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


Pre-visit worksheet: ZZZcrossword.pdf
Assessment sheet with standards/goals/objectives: low level assessment sheet.pdf
Activity worksheet at museum: summer school low level worksheet.doc
Whitman Timetoast Timeline: Rubric
Exemplar:


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


Pre-visit worksheet: ZZZcrossword.pdf
Assessment sheet with standards/goals/objectives: mid level assessment.pdf
Activity worksheet at museum: mid-level worksheet.pdf
Whitman Wiki Space: Rubric
Exemplar:Mr. Terlizzi wiki


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


Pre-visit worksheet: ZZZcrossword.pdf
Assessment sheet with standards/goals/objectives: highlevel assessment!.pdf
Activity worksheet at museum: high-level worksheet.pdf
Rubric for PowerPoint/Gabcast: Rubric:
Exemplar:



H Reflection
List here all the web 2.0 tools you have used in your three sets of assessment/assignments.
PowerPoint-Gabcast-Wikispaces-Timetoast
WHY did you select these tools for the specific assignments?
I used PowerPoint because it was a nice way to display my students work.
I used Gabcast because I felt it would be beneficial to put audio to pictures.
I used wikispaces because I am familiar with it, and because it serves as a wonderful collaboration tool.
I chose Timetoast because it was a nice tool to use for lower level learners. It is very user friendly, and made making a timeline easy and fun.
What are some of the challenges you might expect in terms of having your students use each of these tools?
There are challenges when using any type of technology, but in regards to these toold specifically, I could see students having trouble putting together the
PowerPoint. I could see issues with formatting and setting the audio to the picture.
Gabcast could be a little tricky, but once students understand they must label their publishings, I think they would be okay. Timetoast is very user friendly, and I would not expect any issues with that 2.0 tool. Wikispaces** I have already used, and the problems that occurred usually had to do with students editing at the same time on the same link. A way to combat that would be to assign students unique areas in which their work would go on. If they had to edit a similar page, then they would have to understand that putting their response in a word document first is the best solution.