Thursday, August 8, 2013

Our Third Stop...Technology Integration to Increase Student Engagement


Why Technology?
"According to Marc Presenky (2010), “more and more young people are now deeply and permanently technologically enhanced, connected to their peers and the world in ways no generation has been before” (Prensky, 2010). He further comments that students unanimously do not want to be lectured to. They desire respect, trust and to have their opinions valued and counted. They want to connect and work with their peers, where they can make decisions and share control, while preventing slackers from getting a free ride. Students want to express and share their opinions and ideas both in the classroom and around the world. Most importantly they want to create using the tools of their time and to have an education that is not just relevant but also real (Prensky, 2010; Richardson & Mancabelli, 2011). 
Teachers have an obligation and duty to meet the needs of their students but to date, there is still a strong disconnect between the world that students live in and the overall teaching practices that exist. This research project explores one aspect of the gap of the digital divide that exists between students and teachers today" (Wood, 2012).

 The concept of technology integration in the classroom has been written upon extensively in academic literature.  Authors to note include Prensky, Ertmer, Hedberg, Petko, Ottenbreit-Leftwich, Lawless & Pellegrin, McCollum and the Partnership for 21st Century Skills, to name a few. In August 2012, I completed my Masters of Education through The University of Ontario Institute of Technology. My masters program was focused on technology so I have had a lot of time to think about the role of technology in the classroom. Having spent two years working full time in the insurance industry, and four years part time, I had a chance to see how much technology played a role in the working world. When it came to selecting a topic for my thesis research, I wanted to do something that was going to benefit my school and my school board, after all, how often does anybody really read someone else's Masters of Education Thesis?  I had a keen interest in looking at Teacher's Attitudes Towards iPad Integration in the Middle School Classroom. Before really getting into the bulk of my research, I had assumed that since iPads had been out for a few years, that there would be lots of information published about how they are used in the classroom. This was hardly the case. Most information that was written about iPads were from studies in special education classrooms, usually with autistic students, or those with disabilities that prevented them from verbally communicating with others. There is no doubt that technology can play a key role in the success of our students and that to prepare them to be 21st Century Learners, it is necessary. The students we teach are growing up in a very different culture that we did.  As Malcim L. Edwards states "The culture that we now experience as mainstream culture is the culture of the computer age, where everything happens at light speed.  This is the culture that is revered in the media, shown on the movie screen and absorbed by us all.  It is a particularly aggressive culture in the sense that it tends to trample on and subsume others" (Edwards, p. 16).

Although the article is slightly outdated, Kristen A. Albert presents some good ideas on how to use technology to enhance music learning.  She offers ways to evaluate resources on the internet, although not all of her considerations are necessarily applicable anymore.  The first category she has is speed.  Generally speaking, most schools and homes now have high speed internet so having webpages load slowly is not really something that is of concern anymore. Also, with the rise of so many different internet website design sites, it has become very easy for anybody to create their own websites, which puts less emphasis on the concern of the use of graphics/sounds/videos on a site, but instead, creates a greater pressure to find sites from credible sources. Technology has changed so rapidly since 2002 that there are new and improved technologies which could be added to this list.

 Morrison, Farrow and Thompson report that teachers have found during the CIVIC - Composers In Virtual Interactive Classrooms, that the "use of technology in itself is a motivator (Morrison, Farrow, and Thompson, p. 11). The classroom teachers involved in this study report that students were highly motivated to complete pencil and paper tasks so that they could use the technology. Also the CIVIC program has engaged learners of all ages in composing with the use of technology. A similar program was written about in the article Music at Central Tech, One of Toronto's Oldest and Most Diverse Secondary Schools, where students have the opportunity to enrol in computers and music classes.  The students speak of much success and enjoyment in these classes.  

 A common theme that has emerged with respect to using technology in the classroom that has come up in readings and in discussion postings is that often there needs to be a time investment made up front before you use a specific piece of technology. In her article, Edwards discusses how often teachers have fears when it comes to integrating technology in their programs. This was also true of the teachers that I interviewed in my masters thesis survey.  Teachers were enthusiastic to use iPads in their classrooms but homeroom teachers were not completely sure how to use them best, and rotary teachers were worried about monopolizing the equipment and not having enough time to complete any substantial work.  Although technology integration can pose challenges, in the end, the benefits that students receive from it, and the engagement levels witnessed are completely worth the trials and tribulations of getting started.


Technology In the Music Classroom - What I currently use:


I am fortunate enough to work at a school where technology is one of our focuses.  Last year, my school board implemented a Bring Your Own Devices (BYOD) program.  This past year, although devices were allowed, the school was not completely wireless so using devices in the classroom was not always feasible.  Next year all schools in my board are supposed to be wireless which is going to completely change how we can teach in our classrooms.  Although we live in an economically diverse (although mostly lower working class) most students do have their own devices. Most of the classrooms, including my own, are equipped with a document camera, ceiling mounted projector, computer(s), screen, and speakers.  We also have one Smartboard at the school that is on loan from one of our feeder schools. I utilize all of these technologies on a daily basis (except for the Smartboard).  We also have available to us two carts of netbook computers and 2 carts of iPads.  This year, we purchased 6 iPads for our department as well we can start to use them more next year. They only arrived in June.

After first term report cards I started using the online program called Edmodo. It has started to change my teaching practice.  Students can ask me questions online and get in touch with me in the evenings if they have questions before a test or if they are working on an assignment. Students can also ask questions of each other. You can give students quizzes on Edmodo as well and the program marks them for you which can be handy when trying to diagnose where students are with their knowledge. I also had students post assignments or links to their assignments this year and the comment on Edmodo and ask each other questions. It was very interactive and there was lots of discussion generated.

 In late June when I was done getting through the required curriculum and had got the iPads initially set up, I let a few of the classes play with Garage Band. I was shocked at the engagement of the students when given this opportunity. I had asked them to pack up and nobody moved. I literally had to approach each group and ask for the iPads back and they all wanted to show me their compositions. I cannot wait to use this program more next year!

I use the document camera, computer and projector for most of my daily lessons. I try to show short YouTube videos when I can.  I have shown my students Eric Whitacre's virtual choir virtual choir and we have also watched a few music related TED Talks.  One particular TED Talk that I love to show the choir is Eric Whitacre's Virtual Choir. He recently complete Virtual Choir 4.0.  I will also use YouTube to do some listening activities. The document camera is great for project music on.  This is especially helpful during the guitar unit because students can see the music and the chords at the same time (or finger positions).  I also use the Naxos music library on occasion to find and play songs for the students.  I have used Prezi for many lessons as well.

 I also used the video recording function on the iPads this year and plan to continue to use it next year too!

 Another program that I have used is Finale.  I have had students spend two periods in the computer lab.  During the first period they get a quick demo of the program and a chance to play around with it.  During the second lesson they have to write a song (using strict guidelines - to be changed for next year!).

 I have also started to download some apps for the iPads at our school.  So far I have the following apps (note some are music specific, others are used or will be used to enhance the classroom):

  • Podcasts
  • Tiny Piano
  • Garage Band
  • CBC Music
  • Songza
  • iMovie
  • Extras4iMovie
  • Twitter
  • Sock Puppets
  • Zondle
  • Dropbox
  • Whiteboard
  • Notability
  • Audience
  • Google
  • Comic Life
  • Idea Sketch
  • TED
  • WordPress
  • Educreations
  • JogNog
  • ClassDojo (Behaviour management - works well!)
  • TeacherKit (Great for record keeping and seating plans)
  • Evernote
  • Prezi
  • BrainPop

What Music Technology (or other Technologies) Do I Plan to Use? Why?


One of the best parts of this course for me was sharing resources.  Often as teachers we get into our own little bubble of our classroom and with our busy schedules, especially as music teachers, we lack the time to go see what else is out there as far as resources are concerned.  Having done some technology related activities with the all boys class, I know that some of these resources are going to get them very excited and engaged in their own learning. Some of the resources shared are going to completely change the way I teach.  Below, I have included some resources, who shared them, including what they said about them in their posting. I have wrote in red how I plan to use specific items  with the all boys class.  Some of these technology resources I would like to look further into and that is why they have been placed on this list, along with comments from the teachers that have posted them.  This list is not set in stone but it is something that I will use as a resource and come back to often.  I have eliminated duplicates that have come up in other postings, or if I am already using them.

As posted by Eric in Technology Resources:

Computer Assisted Instruction

Music Ace: play based learning of music rudiments -We have this program currently at my school and I think that the all boys class may enjoy exploring it for a period for something different.

Smart Phone/iPod/Tablet Apps

Metronome apps: useful for personal or small group practice - I have one of these on my iPhone and I use it in class. I would like to download this for the iPads so that we can practice playing with a metronome. Quite often all students rush when bucket drumming.
Tuning apps: useful particularly in guitar classes, but could be used for wind instruments - some of the all boys students are also in band so for these students I would use a tuning app so that they can tune their instruments. I do not let the students tune the guitars.
Drum machine apps: interesting for students to be creative with - The all boys class typically LOVES drumming so any opportunities that they get to play with drums they enjoy. This would also help with the volume level in the classroom.

Personal Recording Devices

These could be used for recording the whole class, small groups, or individuals
These can include smart phone apps or stand alone pieces of technology: this is useful for students to hear themselves and to think critically about their playing while they are not focussed on playing to correct notes and rhythms. - There are many things that I will use personal recording devices for. One of them will be for self assessment!

From Anthony:

Websites:

Musictheory.net for theory and ear training - I am so excited to find this resource! The boys class especially hate doing pencil and paper theory work. I want to try this out with them and maybe play some games based on the theory from this website. I have played jeopardy using PowerPoint and whiteboards with them and the loved it.
http://clmu.alexanderstreet.com - database of classical scores (free)
ultimate guitar.com -tabs and chords

Smartphone/Tablet:

Doc Scan HD - take a picture and convert it to text


From Kristin:

CAI (Computer Assisted Instruction):

By Athanasios:

Theory/Ear Training - makingmusicfun.net - Another theory website that I would like to try with the all boys class.

By Diana:

Music Teacher Resources:



iPad Music Education Apps: Check out the links below…

http://issuu.com/wrightstuffmusic/docs/ipad_music_education_apps
http://musicwithmrsdennis.blogspot.ca/2013/01/110-free-music-education-apps.html
http://techinmusiced.wordpress.com/recommendations-apps-accessories/
http://www.olecommunity.com/must-have-ipad-apps-for-teachers/ - I want to spend some time looking at these sites to find some apps that the boys may enjoy.

Infographics: Again, I want to explore these sites further and share some of them with the all boys class.

These can be incorporated in several lessons, allowing students to have a visual to look at as you elaborate on topics, or to use as a ‘hook’ when a new topic is introduced.

Neat Assignment Ideas:


  • Fakebook: http://www.classtools.net/fb/home/page - Although I haven’t tried this assignment yet, I think that it would be neat to have students choose a composer that they can analyze. A colleague of mine completed a similar project using the real Facebook website, but with Fakebook you do not have to deal with social media issues. I originally came across Fakebook through this blog (check it out to see how this teacher implemented Fakebook): http://toengagethemall.blogspot.ca/2013/01/status-updates-from-past.html?m=1 - I did a "Facebook" assignment with my students this year on a piece of paper. This would be a great way to do the same thing but digitally! I am looking forward to trying this with the students!
  • Wordle: http://www.wordle.net/ - Create visual brainstorming graphics. This could be used in a music classroom by having students look at a specific instrument, style, composer, culture, etc.
  • Tagxedo: http://www.tagxedo.com/ - Like the Wordle website above, but you can put your words into specific shapes and themes. - This would be a great way to get students to share what they know about a topic. This could be done at the beginning and the end of a unit to see the progress that has been made.
  • Glogster EDU: http://edu.glogster.com - This is a website where students can embed their work (information, graphics, videos, etc) for a particular assignment using specific themes. There is a small fee to use for the school year, but you can get a single login as a teacher for free in order to play around with the website/platform. I have seen this used as an excellent website to engage students in a Learning Strategies classroom.
  • Create your own Infographics: http://piktochart.com/ - Students can create their own Infographics to present information for an assignment, or teachers could use this website while lesson planning.
  • Loop Labs: http://www.looplabs.com/ - Introduce students to composition by having them compose using loops with this online platform. - This looks very promising for the all boys class.  They love creating their own rhythms and "beats" so this would be a good program that is easily accessible for them to use.
  • Jam Studio: http://www.jamstudio.com/Studio/index.htm - Similar to Loop Labs, students can create their own music even if they do not play an instrument, or are new to reading music.
  • WebQuest for Music Through the Ages: http://www.zunal.com/webquest.php?w=78114 - A historical eras project where students work in small groups to produce a final project of their choice. Steps are all explained in the left hand menu. This would be a good way for the boys to get some exposure to music history and they could present their information digitally.
  • In Bb: http://www.inbflat.net/ - A collaborative project that allows students to start/stop as many videos as they wish to create their own music using these loops. This could then be recorded using Audacity as a “final product.” It could also be an introduction activity before sending off students to record their own loops for a similar project of their original material.

Classroom Tools:


Interesting Articles/PD:

References:


Albert, K., Using Educational Technology to Enhance Music Learning. Music Education International Article available in full text.
Edwards, M., Music Education as a Conserving Activity. Canadian Music Educator article in full text.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher Beliefs and Technology Integration Practices: A Critical Relationship. Computers & Education, 59(2), 423-435. doi:10.1016/j.compedu.2012.02.001

Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research & Development, 47(4), 47-61. doi:10.1007/BF02299597

Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research & Development, 53(4), 25-39. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19511442&site=e host-live&scope=site

Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Retrieved from http://www.editlib.org/p/26105

Kagohara, D. M. (2011). Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos. Journal of Behavioral Education, 20(1), 33-43. doi:10.1007/s10864-010-9115-4

Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310. doi:10.1016/j.rasd.2011.05.012

Hedberg, J. G. (2011). Towards a Disruptive Pedagogy: Changing Classroom Practice with Technologies and Digital Content. Educational Media International, 48(1), 1- 16. Retrieved fromIPAD IMPLEMENTATION IN MIDDLE SCHOOL: THE TEACHERS’ 126 PERSPECTIVES
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ919195&site= ehost-live&scope=site; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09523987.20 11.549673

Hew, K. F., & Brush, T. (2007). Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research. Educational Technology Research and Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5

Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways to PursueIPAD IMPLEMENTATION IN MIDDLE SCHOOL: THE TEACHERS’ 128 PERSPECTIVESBetter Questions and Answers. Review of Educational Research, 77(4), 575-614. doi:10.3102/0034654307309921

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How use of an iPad Facilitated Reading Improvement. TechTrends: Linking Research and Practice to Improve Learning, 56(3), 20-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ960556&site= ehost-live&scope=site; http://dx.doi.org/10.1007/s11528-012-0572-6

McCollum, S. (2011). Getting past the "digital divide". Education Digest: Essential Readings Condensed for Quick Review, 77(2), 52-55. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ964224&site= ehost-live&scope=site; http://www.eddigest.com/index.php

Morrison, R. , P. Farrow, R. Thomson , CIVIC Composers in Virtual Interactive Classrooms. Canadian Music Educator article in full text. (Available in the Course Readings)

Murray, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends: Linking Research and Practice to Improve Learning, 55(6), 42-48. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ948100&site= ehost-live&scope=site; http://dx.doi.org/10.1007/s11528-011-0540-6

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs. Computers & Education, 55(3), 1321-1335. doi:10.1016/j.compedu.2010.06.002

Partnership for 21st Century Skills. (2012). Partnership for 21st century skills. Retrieved July 1, 2012, 2012, from http://www.p21.org

Petko, D. (2012). Teachers' Pedagogical Beliefs and Their Use of Digital Media in Classrooms: Sharpening the Focus of the "Will, Skill, Tool" Model and Integrating Teachers' Constructivist Orientations. Computers & Education, 58(4), 1351-1359. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ955363&site= ehost-live&scope=site; http://dx.doi.org/10.1016/j.compedu.2011.12.013

Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA: Corwin.

Richardson, W., and Mancabelli, R. (2011). Personal Learning Networks Using the Power of Connections to Transform Education. Solution Tree Press. Bloomington, IN.



Wood, Lauren A. (2012).  Teacher's Attitudes Towards iPad Implementation in the Middle School Classroom. UOIT Masters of Education.
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