1. Technology Resources for Language Development David Sanger, Director of Library Services Kirk Anderson, Manager of Educational Technology

2. By the end of this session, school leaders will:  Develop awareness of district online resources as they can be used for the effective instruction of language learners, especially the use of Safari Montage, library databases, and Promethean flip charts. (IL-1)  Develop strategies for ensuring the incorporation of student-based technologies and interactive learning experiences in instructionally impactful ways. (IL-1)  Develop strategies for creative, effective site-based PD to help teachers use these resources to improve student success with ELD. (IL-1) Objective

3. http://tinyurl.com/DPSPrinTech Resources

4. Clicker Check

5. A.Craig Morton B.John Elway C.Peyton Manning D.Tim Tebow E.Other F.I’m not the kind of person who cares about the Broncos Who is the best Bronco quarterback?

6. A.No B.Yes: 1 – 5 sets C.Yes: 5 – 10 sets D.Yes: More than 10 sets. E.What are clickers again? Do you have sets of clickers in your school?

7.  ELLs need to be active users of technology to access, evaluate, organize, synthesize and disseminate information.  ELLs need to use technology that encourages and assists them in interacting with native speakers in both instructional and social contexts.  One way to understand limitations of any commercially available piece of software is to try to identify which language domains (listening, speaking, listening, writing) it is targeting, and whether it relies on language learning or language acquisition activities.  Computer software should never be used as the primary source for the learning of a second language.  An understanding of the types of supports (sensory, graphic, and interactive) needed by ELLs at different levels of language proficiency can be used to match the learner to the appropriate technology [see page 191 for more information] From p. 192 of your book, English Language Learners at School: A Guideline for Administrators Guidelines for using Technology for ELLs

8. Technology Resources for Language Development Search by Reading Level Quick Link to books in Spanish The DPS Library Information System

9. Technology Resources for Language Development Howell Collection Limited by Reading Level Howell Collection - Spanish Only.

10. Technology Resources for Language Development Trusted resources selected by educators and students with school and home access. DPS Databases

11. Technology Resources for Language Development Access Databases from the “Resource” tab

12. Technology Resources for Language Development There are many valuable resources but we will highlight language specific ones. Encyclopedias by level in English and Spanish. EBSCO netTrekker Tumblebooks

13. Technology Resources for Language Development School Edition, Middle Search Plus, and Primary Search all have Lexiles attached. Advanced Search

14. Technology Resources for Language Development Ebsco allows the user to select type of document, language, and reading level.

15. Technology Resources for Language Development Educator selected and evaluated web resources. Use More Search Options for limiting searches.

16. Technology Resources for Language Development netTrekker allows searching by readability and language.

17. Technology Resources for Language Development Results filtered by Readability and Language.

18. Technology Resources for Language Development A collection of animated, talking books and teaching resources in English, Spanish and French.

19. Technology Resources for Language Development Talking books with lots of other added features.

20. A.TumbleBooks B.EBSCO C.netTrekker D.Britannica E.Other Of the databases shown, which shows the most promise for your school?

21.  Are ELLs active users of this technology? Can they access, evaluate, organize, synthesize and disseminate information with it?  Does this technology encourage and assists them in interacting with native speakers in both instructional and social contexts?  Which language domains (listening, speaking, listening, writing) it is targeting? Does it rely on language learning or language acquisition activities?  Are we relying on this as primary source for the learning of a second language?  Which types of supports (sensory, graphic, and interactive) does this offer? Looking at page 191, which level of student is this most appropriate for? From p. 192 of your book, English Language Learners at School: A Guideline for Administrators Evaluating Databases

22. Safari Montage

23. How do teachers use video in the classroom?

26. Why do teachers use video in the classroom?

27. A.Yes, many or most are. B.Yes, some are. C.Maybe a few. D.No. E.I don’t know. Are the teachers in your school using Safari Montage?

28.  District-owned video content repository  Almost 4000 high-quality educational videos  Searchable  Aligned to standards  Starting the work of aligning to curriculum Safari Montage

29.  Go to http://safari.dpsk12.orghttp://safari.dpsk12.org  Make sure you have the players installed  Safari Montage Player  QuickTime Player  Both available in “Additional Downloads”  Sign in using your regular name and password  Select your school Safari Montage – What do you need?

30. Hardware  Computer  Projector  Speakers Safari Montage – What do you need?

31. Demonstration Safari Montage

32. A.Very useful for some teachers/subjects B.Very useful for all teachers C.Not sure; need more information How useful does Safari Montage seem as a tool to use with ELLs?

33.  Are ELLs active users of this technology? Can they access, evaluate, organize, synthesize and disseminate information with it?  Does this technology encourage and assists them in interacting with native speakers in both instructional and social contexts?  Which language domains (listening, speaking, listening, writing) it is targeting? Does it rely on language learning or language acquisition activities?  Are we relying on this as primary source for the learning of a second language?  Which types of supports (sensory, graphic, and interactive) does this offer? Looking at page 191, which level of student is this most appropriate for? From p. 192 of your book, English Language Learners at School: A Guideline for Administrators Evaluating Safari Montage…

34. Promethean Flipcharts

37. Mimio Lessons Coming soon!

38. How can we ensure our systems, structures, and resources better support equitable access to education for our English Language Learners? Digital Resources

39.  Are ELLs active users of this technology? Can they access, evaluate, organize, synthesize and disseminate information with it?  Does this technology encourage and assists them in interacting with native speakers in both instructional and social contexts?  Which language domains (listening, speaking, listening, writing) it is targeting? Does it rely on language learning or language acquisition activities?  Are we relying on this as primary source for the learning of a second language?  Which types of supports (sensory, graphic, and interactive) does this offer? Looking at page 191, which level of student is this most appropriate for? From p. 192 of your book, English Language Learners at School: A Guideline for Administrators Evaluating Digital Resources

40. Principal’s Voice One principal’s experience with implementing technology to improve instruction at her school. Charmaine Keeton/Julia Shepherd

41. DPS and Common Sense Media Teaching Digital Citizenship  Teacher Resources  New Online Game  Parent/Community Resources Brian Dino, presenter Denver Public Schools & Common Sense Media Oct. 2012

42. School Programs, Assemblies and Library Presentations Key Common Sense lessons can also be taught in a fun, motivating approach for after-school programs or libraries. (Grade 2-8 focus) The lessons can be adapted for after-school programs, assemblies, libraries, PTA nights and other school venues. Link: http://etls.dpsk12.org/21st_Century_Learning/Common_Sense_Media/after_school.aspx

43. Digital Educator Academy  Professional development events  DEA On Demand http://dea.wikispaces.dpsk12.org/ Professional Development