Technology Resources for
Language Development
David Sanger, Director of Library Services
Kirk Anderson, Manager of Educational Technology
Objective
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)
Resources
http://tinyurl.com/DPSPrinTech
Clicker Check
Who is the best Bronco
quarterback?
A.
B.
C.
D.
E.
F.
Craig Morton
John Elway
Peyton Manning
Tim Tebow
Other
I’m not the kind of person who cares about
the Broncos
Do you have sets of clickers
in your school?
A. No
B. Yes: 1 – 5 sets
C. Yes: 5 – 10 sets
D. Yes: More than 10 sets.
E. What are clickers again?
Guidelines for using
Technology for ELLs
 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
Technology Resources for Language Development
Search by
Reading
Level
Quick Link to
books in
Spanish
Technology Resources for Language Development
Howell Collection - Spanish
Only.
Howell Collection Limited by
Reading Level
Technology Resources for Language
Development
Trusted resources selected by educators
and students with school and home
access.
DPS Databases
Technology Resources for Language Development
Access
Databases
from the
“Resource”
tab
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
Technology Resources for Language Development
Advanced Search
School Edition, Middle Search Plus, and Primary Search
all have Lexiles attached.
Technology Resources for Language Development
Ebsco allows the user
to select type of
document, language,
and reading level.
Technology Resources for Language Development
Educator selected and evaluated web resources.
Use More Search Options for limiting searches.
Technology Resources for Language Development
netTrekker allows searching by readability and language.
Technology Resources for Language Development
Results filtered by Readability and Language.
Technology Resources for Language Development
A collection of animated, talking books and teaching resources
in English, Spanish and French.
Technology Resources for Language Development
Talking books with lots of other added features.
Of the databases shown, which shows the
most promise for your school?
A. TumbleBooks
B. EBSCO
C. netTrekker
D. Britannica
E. Other
Evaluating Databases
 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
Safari Montage
How do teachers use video
in the classroom?
How do teachers use video
in the classroom?
How do teachers use video
in the classroom?
Why do teachers use video
in the classroom?
Are the teachers in your school using
Safari Montage?
A. Yes, many or most are.
B. Yes, some are.
C. Maybe a few.
D. No.
E. I don’t know.
Safari Montage
 District-owned video content repository
 Almost 4000 high-quality educational
videos
 Searchable
 Aligned to standards
 Starting the work of aligning to
curriculum
Safari Montage – What do you need?
 Go to http://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?
Hardware
Computer
Projector
Speakers
Safari Montage
Demonstration
How useful does Safari Montage
seem as a tool to use with ELLs?
A. Very useful for some teachers/subjects
B. Very useful for all teachers
C. Not sure; need more information
Evaluating Safari
Montage…
 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
Promethean Flipcharts
Promethean Flipcharts
Promethean Flipcharts
Mimio Lessons
Coming soon!
Digital Resources
How can we ensure our systems,
structures, and resources better
support equitable access to
education for our English
Language Learners?
Evaluating Digital
Resources
 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
Principal’s Voice
One principal’s experience with implementing technology
to improve instruction at her school.
Charmaine Keeton/Julia Shepherd
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
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
Professional Development
Digital Educator Academy
 Professional development events
 DEA On Demand
http://dea.wikispaces.dpsk12.org/