DRAWING MUSICAL CONCLUSIONS: INTEGRATION OF THE TABLET PC INTO THE MUSIC CLASSROOM

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1 JTML, Vol. 5, No. 1, Journal of Technology in Music Learning DRAWING MUSICAL CONCLUSIONS: INTEGRATION OF THE TABLET PC INTO THE MUSIC CLASSROOM Jennifer Sterling Snodgrass Appalachian State University During the past several years, the faculty at a rural higher education institution in North Carolina has integrated the Tablet PC into the music theory classroom, enabling music students the ability to create musical analysis files using the Tablet PC. This study examines the benefits of the Tablet PC in regards to the music analysis classroom environment. This article focuses on the results of this study, including a qualitative analysis of responses from student learners and external evaluators. Several topics are discussed regarding the efficacy of the Tablet PC in the music classroom including: observing the depth and accuracy of analyses, enhancing the ability to provide personalized and immediate feedback, providing useful capabilities to the instructor, and allowing greater potential for interactions among students. The second goal for this study was to create a website, highlighting student analyses using the Tablet PC. The site currently offers other music students and instructors the ability to view sample analyses, to listen to high-quality musical recordings, and to gain helpful information about using the Tablet PC in music. The results of this study will enable other music faculty to fully realize the considerable potential of the Tablet PC and other similar devices. The incorporation of technology has significantly changed the dynamics of the music classroom. Instructors are now able to create engaging presentations, work through compositional assignments with multiple students simultaneously, and create and implement technology-driven learning experiences. The use of the Internet and streamed multimedia has allowed students to be introduced to the music of other cultures and to compare various musical performances of traditional Western literature. In the field of music theory, students now have the opportunity to master skills more quickly through a variety of drill and practice programs, such as MacGamut and both available on the web and in software format. Although great strides have been made over the past few decades regarding the inclusion of technology in the music theory classroom, the teaching of musical analysis has remained virtually unchanged for the past century. Traditionally, students have been required to look through a printed score while marking changes in key, form, and musical structure. Using this method, the instructor must spend a significant amount of time guiding the students step-by-step through the musical score. Based on previous personal experience and discussion with colleagues, students often experience difficulty maintaining their place in the score while the instructor is speaking. One of the greatest limitations of this system of instruction is the fact that the 70

2 student s ability to focus on a large span of music at any given time is limited. Instructors of music theory have worked diligently to find alternatives to the traditional teaching model. The use of overhead projectors and LCD projectors connected to a computer has given instructors the ability to project the printed score on a screen for all to see concurrently. Classroom observations, however, have demonstrated using markers on the overhead transparencies can be cumbersome and correcting mistakes can be a time consuming task. The integration of the laptop into the classroom has proven to be a valuable tool, allowing instructors to scan/digitize a printed score, convert the file into a PDF document, and point directly to the musical element on the screen. However, when using the laptop and Adobe Reader, it can be challenging for instructors to effectively markup the notation during class time. Another relatively recent development in teaching theory with technology has been with the inclusion of document cameras in the classroom. These are powerful teaching tools, enabling the instructor to write directly on a printed page and project the image on a screen, zooming in and out on a particular image to show specific details. With the document camera, the instructor is not always able to save the work as an image file, which limits its ability to be digitally transmitted and manipulated. Purpose of the Study The integration of the Tablet PC into the theory classroom seems to provide a logical solution, encouraging visual learners through the use of colors and patterns, while allowing instructors to save graphic files for future classes. This study seeks to evaluate the efficacy of the use of the Tablet PC in a music theory classroom. In the primary stages of this study, the instructor had the capabilities to use the Tablet PC as an instructional and lecturing tool in the classroom. In the final stages of the study, individual students were able to use the Tablet PC to create musical analysis files and graphs, working both collaboratively and individually on analysis projects. Through the use of both qualitative and quantitative analyses of surveys, evaluations, and final grades, perhaps the efficacy of the Tablet PC can be evaluated as a dynamic and productive pedagogical tool in musical analysis. 71

3 Background and Literature Review The Tablet PC 1 is a wireless personal computer that allows the user to take notes using natural handwriting via a stylus or digital pen, so it seems a logical choice for musical tasks such as part writing and analysis. The Tablet PC also has the ability to zoom in and out on graphic files without changing the orientation and preserving original markings. The Tablet PC is not new technology; in fact, it has existed in some form since the early 1980s. However, more recent Tablet PCs, like those used in this study (running the Windows operating system), appeared on the market in In such a short span of time, many educators have realized the potential of the Tablet PC. Tablet PCs have been used in computer programming, science, design and architecture, business, geology, and medical science classrooms with demonstrated success. Educators in these fields have recognized the advantages of the design of the Tablet PC over the design of traditional desktop and laptop computers. The Tablet PC differs from that of a regular laptop and desktop computer in its design in hardware and interface. A prominent feature of the Tablet PC is the use of digital ink, allowing the user to utilize a stylus or touch to write directly on the monitor. The Tablet also is programmed with the ability to manipulate virtual objects via gesture recognition (computer interaction through the use of non-text-input handwriting symbols, multi-touch gestures, and mouse gestures), creating a more natural interface with the computer. Unlike mounted interface technologies such as the SMARTBoard, the Tablet PC is highly portable, since the lack of a separate keyboard reduces the size substantially, making it more convenient to use and to share with others than laptop or desktop computers. Finally, the Tablet PC has the ability to adjust for horizontal orientation. The capacity to collapse the monitor to lay flat against the keyboard allows the computer to lay completely parallel against its surface, so the Tablet does not block either the users or the instructors sight, potentially resulting in an increase in participation and interaction that may not occur with a conventional laptop. One of the challenges of using the Tablet PC in a particular field of study is the absence of software that is compatible with the touch interface. Although there are general software programs (shipped with the OS) that use the touch feature, software that is crucial to a particular field may not be designed to make full use of the Tablet PC s capabilities. This issue can be clearly seen in music pedagogy. Music educators typically use either Finale or Sibelius for music notation. Unfortunately, the manufacturers of these two program suites have yet to 72

4 realize the potential benefits or viable market for developing a version for the Tablet PC. The efficacy of the Tablet PC has been documented in several case studies (Koile & Singer, 2006; Liu & Kao, 2005; Tutty & White, 2006). The results of these studies indicate that student attentiveness and interaction in classes are greatly enhanced by the instructor s use of the Tablet PC. Liu and Kao (2005) sought to determine whether shared display groupware (also called collaborative software) in classrooms could improve the effectiveness of handheld computers in facilitating efficient communication among students. They began by exploring different methods for implementing groupware technology in the classroom. Of particular importance to the researchers was the examination of how one-to-one technology effects the learning environment. They reported that one-to-one technology in a group setting impedes performance due to the lack of a group visual focus. To counteract this, they suggested the use of a one-to-one collaborative learning scenario with a shared display. The authors stated, Using a shared display groupware with the classroom equipment enables students to closely interact and exchange ideas following an ideal communication pattern (p. 3). To test this hypothesis, Liu and Kao (2005) carried out an experiment to obtain a comparative evaluation. Their experiment involved three conditions: a Tablet PC-only setting, a Network File-Sharing setting, and a Shared-Display setting. The subjects consisted of thirteen students divided into three groups, each containing three to five members. Over the course of four weeks, the subjects familiarized themselves with all three treatment conditions. For four additional weeks, the students performed a collaborative activity using the Tablet PConly setting for one week, the Network File-Sharing for one week, and the Shared-Display setting for two weeks (Liu & Kao, 2005). The researchers analyzed student communication behaviors throughout the collaborative activities. The researchers were able to determine to what degree each group exhibited an ideal communication pattern. The researchers found that students in a Tablet PC-only environment tended to perform fragmented communication patterns. The addition of file-sharing did not significantly improve communication patterns. Students exhibited the highest participation ratio in the environment with shared displays. Additionally, Liu and Kao (2005) observed that students using a shared display setting exhibited a greater amount of pointing behavior than the Tablet PC-only setting, but they also had a lower frequency of eye contact with their group members. Although this study indicates improved participation with shared dis- 73

5 plays, little definite evidence can be generalized due to the limited scope and length of study. Another study conducted by Tutty and White (2006) concentrated on the effects of employing Tablet PCs in the classroom to help facilitate a more student-oriented and active learning approach. This study also examined the increased emphasis on social aspects of learning and the various processes that students use. To perform the study, a particular unit of a course on introductory programming was taught using a wireless-enabled Tablet PC classroom rather than a more traditionally equipped classroom. Not only did the classroom environment change, but also the researchers reorganized the teaching structure from that of separate lectures and tutorials to an integrated three-hour workshop that included direct lecture, hands-on practice, and problemsolving activities. The organization of the desks was also adjusted in order to facilitate a group-learning approach. With this adjustment and the addition of the Tablet PCs rather than traditional monitors, the researchers observed: No large desktop pc monitors block interactions, or provide barriers for students to hide behind (p. 3). Upon completion of the unit, the researchers compiled and analyzed data regarding student performance as well as responses to a student questionnaire. They found that the withdrawal and failure rate had fallen by 19% since the inclusion of the Tablet PCs and that the overall pass rate had increased by 12% (Tutty & White, 2006). The student questionnaire indicated that 70% of students actively preferred the workshop model of instruction over the traditional lecture delivery format. 2 The researchers also made observations regarding the interactions between students in the Tablet PC classroom. They observed that students sat in groups and regularly discussed problems among themselves, moving around the room and at times swapping tablets to compare solutions. They also noted that students who were sitting alone were often asked by other students to join them in group discussions, creating a consistent high level of chatter in the workshop sessions. Based on this evidence, the researchers suggested that the overall level of interaction between students was higher in the Tablet PC classroom when compared to the traditional lecture format. This suggestion was supported by data from the student questionnaire, revealing that 74% of students believed the level of interaction was greater in the Tablet PC classroom (Tutty & White, 2006). The researchers then reached the overall conclusion that the Tablet PC classroom was more effective in teaching introductory programming than the traditional lecture format 74

6 due to the increased interactions between students and between students and instructors. At the Massachusetts Institute of Technology, Koile and Singer (2006) developed a Tablet PC-based system that increased instructorstudent classroom interactions and student learning. This study described a trial Tablet PC system that featured the groupware system, Classroom Presenter, evaluating its effectiveness to increase student learning through the use of four parameters: increasing student focus and attentiveness, providing immediate feedback to both students and instructors, allowing the instructor to adjust course material in real time, and increasing student satisfaction. The researchers made it a priority to find a system to translate techniques used in smaller classrooms, which enhance student learning and interaction, to larger classrooms (100 students or more). Their solution was to use a researcherdeveloped Classroom Learning Partner, which allowed instructors to receive data regarding student answers and compare the answers received with instructor-given correct and incorrect answers. Koile and Singer s (2006) study was conducted in 2005 with fifteen students randomly assigned to a specific section of an introductory computer science course. Students in this treatment section participated in the course for five weeks without using the Tablet PCs at which point they were administered an examination. The remainder of the course was completed using the Tablet PC and Classroom Presenter technology. Two surveys, multiple-timed observations of students, and after-class interviews with students were completed. Student learning was measured through collection of data on all student grades for the duration of the course. The grades of the students in the treatment section were then compared to their peers grades in the other four recitation-only sections of the introductory computer science course. Koile and Singer (2006) found that, before the addition of the Tablet PCs in the classroom, 35.7% of the students in the section scored in the top 10% of the entire course. After the Tablet PC was introduced, the students in the same section comprised 44.4% of students in the top 10% of the overall course. This was an 8.7% increase over the performance on the first exam and three times greater than the researchers had anticipated. No student in the Tablet PC section received a D or an F in the course. When the student behaviors and interactions were analyzed, 14 of 16 students spent over 90% of class time focused on and attentive to classroom material. Of the total amount of time spent in the classroom, 75% of class time was spent providing feedback to students, with the students reporting in their interviews that the feedback greatly helped them. Overall student satisfaction in the course was 75

7 high with many perceiving the course to be easier than originally anticipated because of the immediate feedback. Based on these data, Koile and Singer (2006) concluded that student learning is positively affected by the use of engagement strategies, the Tablet PC, and the Classroom Presenter software. Other similar studies that evaluate the efficacy of Tablet PCs in classroom learning have been conducted at various universities and K-12 schools (Hrepic & Reed, 2009; Kamin, Capitanu, Twidale, & Peiper, 2008; Mancabelli, 2007; Sisson, 2009). The use of the Tablet PC is prominent in such disciplines as the sciences and mathematics. Through direct observations and interactions with faculty members from various institutions ranging from public schools to institutions of higher education, the field of music has demonstrated a reluctance to incorporate newer technologies into the classroom. Issues of music technology journals include research conducted on music notation software and basic reviews of drill and practice software. However, there have been no studies conducted that analyze the efficacy of the Tablet PC in musical instruction. Method In order to evaluate the efficacy of the Tablet PC, a study was conducted in three phases. Phase one integrated the tablet in the classroom for instructor use only, phase two integrated a limited number of tablets for student use, and phase three integrated the tablet on an individual student basis, meaning that each student used their own, individual Tablet PC. During the academic year, the Tablet PC was integrated into three, upper-level music theory courses at a mid-size, public university located in the rural area of North Carolina. By using the Tablet PC, the instructor was able to scan and upload musical scores on the unit, guiding students through musical analysis using features found on the Windows Journal software program. Windows Journal is a software program packaged with Tablet PCs that allow users to take full advantage of its digital inking capabilities. The program allows the user to digitally write on the screen as well as on images imported into the program. 3 Students were able to see multiple pages of music simultaneously, and the capability to zoom in and focus on smaller structural units enabled the instructor to highlight key points of the composition. In this first phase of the study, 72 students (all undergraduate music majors in music education, performance, music theory/composition, and music therapy) were asked to complete both an entrance survey and 76

8 an exit evaluation in order to determine the initial perceptions regarding tablet technology in the classroom and the final perceptions of the effectiveness of the tablet as an instructional aid in the classroom, respectively. The entrance survey contained the following questions: 1. Have you ever used a Tablet PC? If so, how? 2. What advantages do you see in using the Tablet PC for musical analysis and instruction? 3. If you are currently teaching in K-12, what technology do you use in your classroom? 4. What advantages do you see in using technology in the music classroom? 5. Do you presently feel equipped with the skills to incorporate technology into the classroom or in your own individual study? 6. How are you currently using technology (personally and educationally)? The exit evaluation contained the following questions: 1. How effective do you think the Tablet PC is as a teaching tool in the music analysis classroom? 2. In your opinion, how is the communication between the teacher and students and between the students themselves enhanced by using the Tablet PC? 3. Do you think student interaction level increases in the classroom while using the Tablet PC? 4. Do you think the Tablet PC creates a more collective classroom consciousness than the traditional classroom setting? 5. Is the highlighting feature of digital ink an important feature in the music theory classroom? 6. What do you think is the most valuable aspect of the Tablet PC in this class? During the 2007 summer session, students enrolled in graduate, core-level music theory courses were given a Tablet PC to use in all musical analyses, thus enabling students to share all results instantaneously with each other and with the instructor. In this second phase of the study, eight Tablet PCs were purchased for the eight students enrolled in the course, and instant messenger software allowed students to correspond with others in the course section while completing analyses. 77

9 All testing, classwork, and lectures were presented using the Tablet PC. At the end of the course, all of the completed student analyses was compiled and entered into a database for display on a website devoted to the study. During the academic year, 30 students participated in the second phase of this study. Eleven of the students were graduate students enrolled in masters programs in either performance or education; the remaining 19 students were undergraduate music majors enrolled in an advanced post-tonal music analysis course. The entrance survey and exit evaluation that were administered to the original 72 students was also given to this smaller group of graduate and undergraduate students. The final stage of this study occurred in the fall of 2008, when an additional 20 Tablet PCs were purchased for student use. This supplemental technology allowed students to work on their own Tablet during the classroom lecture. The inclusion of the software program DyKnow enabled students to trade files, submit analyses, answer polling questions, and work collaboratively on Tablet projects simultaneously using a single uploaded image. A total of 28 students, both undergraduate and graduate, were asked to complete the initial survey and exit evaluation. However, during this stage of the study an additional question regarding the DyKnow software environment was included in the exit evaluation. This study occurred over a three-year period and included a total of 220 students, both undergraduate and graduate. 4 Some of the subjects involved were enrolled in a course called Contemporary Musicianship, a music analysis course created for music industry majors. Due to the large size of this particular class, Tablet PCs were not used individually for this course; however, all classes were taught using the tablet as the primary instructional tool. At the conclusion of the study, all final grades for students involved in the study were compiled and compared in order to reach conclusions based on statistical findings. All theory courses involved in this study were taught by the same instructor and comparisons were made in regards to the following stages of study: (a) no tablet use in classroom, (b) tablet used only by instructor, (c) eight tablets used by students in classroom, and (d) individual tablet use and collaborative use of tablets. Based on the qualitative analysis regarding the student perception of the tablet, music faculty members at the institution where the present investigation was carried out have embraced the Tablet PC as a functional teaching tool in both music analysis and aural skills. Selected student analyses completed during the study have been compiled 78

10 and uploaded to a website, Figure 1 shows a sample screen from the site, which includes a student analysis completed with the Tablet PC. Figure 1. Student Analysis from Figure 2 also shows a sample student analysis from the website. Clicking on an icon above the notation allows access to a brief summary for each analysis; the summary appears in a pop-up window. The website allows instructors from various schools to view and dis- 79

11 cuss other students interpretations. By using the Tablet PC for these analyses, formal changes and harmonic structure are clearly defined through digital ink. As more students and instructors begin to use this new technology in the classroom, perhaps the collaborative database for analysis will continue to grow, thus increasing the discussion regarding analysis. Figure 2. Student Analysis with Summary. 80

12 Student Comments and Evaluator Observations For this study, 140 students, including those who received tablet instruction or a combination of tablet instruction and individual classroom tablet use, completed an entrance survey and an exit evaluation. The results of the entrance survey indicated that very few students were previously familiar with tablet technology; however, many students did identify advantages of using the Tablet PC for music analysis. Some advantages listed on the survey included: easier for people to see, speed and accuracy, and reduces confusion. The current generations of students progressing through the educational system are well aware of the advantages and disadvantages of using technology in the music classroom. Responses to this question included the following student comments: 1. It s interesting to children/grabs their attention, is convenient, and it could show students materials in a way I myself might not be able to. 2. It will create an atmosphere that kids are used to. They will want to learn if there is a correlation in their lives. 3. Less work for the teacher 4. I think that technology helps makes composition and learning about music, composers, etc. much more easy and accessible. 5. Technology is a huge part of our world, it is necessary for music class so that we can better learn and communicate. The final question on the entrance evaluation focused on how participants were currently using technology. The majority of subjects in this study indicated that they use technology on a daily basis, including music notation software, , Internet, and word processing software. Responses to the exit evaluations confirmed that students were confident that Tablet PCs were effective in the music classroom. The students comments in regards to the communication between student and teacher indicate that communication increased rather than being stifled through the use of the technology. Student responses to this question included the following: 1. Teacher can see the students thoughts 2. Can see what other students are asking about 81

13 3. Leads to better conversation because everything is right there 4. Great, the representation brings all the ideas together 5. Improved there is less confusion 6. Big help in communicating while analyzing 7. There are never questions about what is being talked about 8. Able to see not only what the instructor sees, but also what other students have discovered The final question on the evaluation was: What do you think is the most valuable aspect of the Tablet PC in this class? Student responses included the following statements: 1. You can see exactly what[/]how the professor marks the music, there is no guessing 2. Able to mark and highlight and erase easily and then save work 3. The ability to colorize ideas and project them for the class helped communicate the subject matter much more clearly than in a traditional setting 4. It gets everyone on the same page 5. The ability to communicate easily and the ability to present our theoretical findings 6. Can see specifics, such as what measure the class is on, as well as the big picture in formal analysis 7. Allows visual confirmation 8. More students participate because I feel like more students are able to clearly see what is going on 9. Much easier to ask a question and point to it 10. We actually see the analysis piece on the screen rather than random notes on the board The statements from the survey and exit evaluation indicate strong pedagogical effectiveness in using the Tablet PC in a music analysis course and, given the large number of positive comments, increased student enthusiasm. In regards to the instructor, there was a dramatic increase in the amount of musical material that was covered by the instructor during any given class period. Student participation and class discussion greatly improved. Most importantly, the overall classroom environment was altered in that students now seemed to take ownership of their learning and of their analytical processes. 82

14 In order to collect additional evaluations in regards to instructional style and delivery using the Tablets, two evaluators were asked to observe both the instructional tablet use and the individual student tablet use in the music analysis courses. Both of these evaluators were chosen due to their expertise in music theory as well as knowledge of technology applications. Each evaluator had the opportunity to observe three theory classes (on separate occasions) in which the Tablet PC was used. The evaluators did not interact with the students on their visit, as their sole purpose was to act as an observer of the overall classroom environment. Following the visit, each evaluator completed a report for both the funding agency and the principal investigator (i.e., the instructor of the Tablet PC courses). The first evaluator focused on the student collaboration enhanced by the use of the Tablet PC stating in her report: Comparing student work led to discussions of strategy, vocabulary and context - bringing them to see multiple vantage points of the same passage. This high level of risk taking and ownership in the learning process is rare in the traditional classroom. The second evaluator concentrated more on the overall pedagogical advantages of the tablet in music analysis, stating in her report: The use of the Tablet PC creates an environment where the students (and the instructor) are much more engaged. Not only do the students have to complete the traditional analysis, but they are also required to explain their analysis to both the teacher and their fellow students in the classroom. The student has the ability to see what is going on at all times and is accountable to his or her own interpretation. Finally, the Tablet PC allows both the instructor and the student to get away from the intricate details of chord labeling, encouraging true theoretical discussion. Quantitative Analysis In order to determine whether the use of Tablet PCs in the classroom had any significant impact on students final grades, both t- tests and ANOVAs were run in order to compare student grades as distinguished by the usage of tablets. 5 Only final grades of undergraduate students were used in this portion of the study, for a total of three hundred and eleven subjects. Although no data were collected in regards to 83

15 gender, the data were separated by courses and by stages 6 (tablet use vs. no tablet use) of the study. The course names, number of subjects, final mean of averages, and statistical findings are shown in Table 1. Table 1 Comparison of Final Grades and Tablet Usage With the exception of Theory III, the average of all final grades increased when the Tablet PC was implemented. Theory V, a posttonal analysis course, was taught the most frequently and had the largest number of students (n=94). The gain in the mean final average of this course from the stage of no tablets to individual tablet work in classroom was 7.73 points. Although this gain did not meet the criteria to be determined statistically significant, this finding does indicate an increase in final averages in the upper-level analysis course. Based on the data presented in Table 1, the sole statistically significant difference across the entire set of classes was found between the final grades in Theory IV when comparing no tablet usage and tablet usage by the individual student (p = 0.016). The mean final average increased by 6.75 points between the Theory IV class that used no technology and the class that used individual student tablets. This particular Theory IV course fully embraced the technology, and all lectures and classroom work were completed in a collaborative environment using the Tablet 84

16 PCs. Students enrolled in this course were extremely competent in both the DyKnow program and Windows Journal by the close of the semester. Conclusions and Future Research Directions Based upon the evaluator and student comments and the instructor feedback compiled for this study, the following conclusions can be made regarding the use of the Tablet PC: Benefits for Students: 1. Use of the Tablet PC encourages collaborative learning both in and out of the classroom. 2. Students are more involved in discussions within the classroom setting. 3. Students are able to follow the instructor. 4. Students can see the big picture of music, from the smallest details to the larger, structural design of the music. 5. Students are given feedback in real time. Benefits for Instructors: 1. Instructors are able to show large, structural design as well as smaller details. 2. Students don t need to ask: Where are we? 3. Instructors can save graphical analysis for the next class period or send analyses to students via Resulted in a higher level of accountability for the students. 5. Instructors can grade directly on the tablet and or post student results using a classroom management system. 6. There was a dramatic increase in classroom participation and discussion. The purpose of this study was to determine the efficacy of the Tablet PC in the music theory classroom in terms of both individual and collaborative use. While the qualitative portion of this study indicates positive student perception of the Tablet PC, the quantitative analysis only indicates one statistically significant result. None of the results of this study suggest that mid-level use of the tablet are helpful to a level that attains statistical significance. Further studies need to be conducted to determine whether the tablet PC improves student performance in terms of final grades. As new tablet technologies emerge 85

17 (e.g., the ipad), further research needs to be conducted to determine how effective use of these technologies is in terms of instructional design and student achievement. In the fall of 2008, the institution where the present study was carried out launched the creation of the Pedagogy and Technology Lab. Tablet PCs were purchased for this project, allowing students enrolled in music courses to collaborate on musical analyses with peers. The software program DyKnow was installed on each computer, enabling students to work on the same file simultaneously. Music theory and aural skills were taught in the lab, with a variety of assignments created specifically for the Tablet PC interface. Instructors in both marching band techniques and choral literature integrated the Tablet into their curriculum, enabling students to share drills and highlight literature databases. Through careful study of student thought processes along with the creative nature of the Tablet PC, perhaps instructors can gain better insight into student processes involved in and capabilities related to analysis and music study. As new technologies are developed to aid in teaching, it is the responsibility of music educators to find meaningful ways to embrace these new pedagogical tools and incorporate them into the classroom. The results of this study will enable other music faculty to fully realize the considerable potential of the Tablet PC. With further study and additional evaluation, this technological tool has the capabilities to add significant, new dimensions to the traditional music classroom. References Hrepic, Z., & Reed, K. (2009). Impact of tablet pcs and Dyknow software on learning gains. In D. A. Berque, L. M. Konkle, & R. H. Reed (Eds.), The impact of tablet PCs and pen-based technology on education: New horizons (pp ). West Lafayette, IN: Purdue University Press. Kamin, S., Capitanu, B., Twidale, M., & Peiper, C. (2008). A teacher s dashboard for a high school algebra class. In R. H. Reed, D. A. Berque, & J. C. Prey (Eds.), The impact of tablet PCs and penbased technology on education: Evidence and outcomes (pp ). West Lafayette, IN: Purdue University Press. Koile, K., & Singer, D. (2006). Development of a tablet PC-based system to increase instructor-student classroom interactions and student learning. In D. Berque, J. Prey, & R. Reed (Eds.), The impact of tablet PCs and pen-based technology on education: 86

18 Vignettes, Evaluations, and future directions (pp ). West Lafayette, IN: Purdue University Press. Liu, C., & Kao, L. (2005). Handheld devices with large shared display groupware: Tools to facilitate group communication in one-toone collaborative learning activities. Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education (pp ). Los Alamitos, CA: IEEE. Mancabelli, R. (2007). How tablet pcs can enhance high school teacher practice. In J. C. Prey, R. H. Reed, & D. A. Berque (Eds.), The impact of tablet PCs and pen-based technology on education: Beyond the tipping point (pp ). West Lafayette, IN: Purdue University. Sisson, C. (2009). Tablet-based recitations in physics: Less lecture, more success. In R. H. Reed, D. A. Berque, & J. C. Prey (Eds.), The impact of tablet PCs and pen-based technology on education: Evidence and outcomes (pp ). West Lafayette, IN: Purdue University Press. Tutty, J., & White, B. (2006). Tablet classroom interactions. In D. Tolhurst & S. Mann (Eds.), Proceedings of the 8th Australasian Conference on Computing Education: Vol. 52 (pp ). Darlinghurst, Australia: Australian Computer Society. Footnotes 1 Athough the present study refers throughout to the Tablet PC, other similar devices (e.g., the ipad) may result in similar impact, though this is certainly a conclusion that will need to be confirmed through future research. 2 It is important to note that the researchers did not report the total number of subjects in the study. 3 During the entire course of the study, the use of the Tablet PC was limited to one instructor, and all lectures and demonstrations were completed using the Tablet PC. 4 Table 1 contains of a list of all courses and enrollments used in the various phases of the study. 5 The final grades of the graduate students participating in this study could not be used in analysis due to the fact that the instructor using the tablet was not the instructor of record for previous graduate courses. 6 Stages refer to the following: (a) no tablet use in Classroom, (b) tablet used only by instructor, (c) eight tablets used by students in classroom, and (d) individual tablet use and collaborative use of tablets. 87