Running head: INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION 1 Integrating Technology in Instrumental Music Education Benjamin Mattson Kansas University
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 2 Abstract In this day and age the use of technology in music education is becoming more commonplace. Therefore, it is important that music educators embrace these emerging music technologies and work to integrate these technologies into existing music curriculum. Developing a comprehensive multi-year and multi-grade plan that achieves curricular goals will ensure the most effective use of technology in the music curriculum and guarantee program continuity across multiple grade levels. This paper outlines an approach for creating a comprehensive, long term plan to integrate technology into a music education curriculum.
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 3 Integrating Technology in Instrumental Music Education In this new millennium, technology continues to redefine the way we as educators deliver instruction in the classroom. Virtually unknown ten to fifteen years ago, terms like Educational Technology, Web 2.0, Multimedia learning, Computer-Mediated Learning, ebook, On-line Streaming, Digital Portfolio, Teleconferencing, and Digital Literacy have become firmly entrenched in the lexicon of education. Technology is developing and revolutionizing at an incredible pace. In 2012 we are literally keystrokes away from a virtually limitless supply of online research and educational content. Today, the technology that fits in our jeans pockets can read our email to us, find directions to the nearest dry cleaner, send text and voice messages around the world, manage our bank account, download music, watch video, and remind us to brush our teeth at night. Technology is changing the world we live in virtually every day. As educators it is of the upmost importance that we continue to embrace technological innovation and discover new and unique ways to integrate technology into our schools and classrooms. As an instrumental music educator, I believe music technology needs to play a more prominent role in the music curriculum. Recent studies suggest that upwards of 80% of current secondary school students will not take a music course during their high school years (Demski, 2010). With music programs and budgets shrinking across the county music educators must pause and reflect. Why are we not doing a more effective job of engaging students? Why are we not reaching this 80% of the student population? What can we do as music educators to ensure we are delivering a relevant music curriculum? I believe the answer lies in the integration of technology into our music education programs. In this paper I will outline an approach to
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 4 developing a comprehensive plan for the integration of music technology into the instrumental music curriculum. When asked, a majority of music educators I spoke with, acknowledged that educational technology was becoming more prevalent in their schools and districts. They acknowledged that they could see other teachers benefiting from the use of technology in their classes but were unsure what technology could do for them in their own. The most popular questions I ve received in regards to music technology in the curriculum are: why should I use technology in music education, what will technology do for me, where do I get started, and how much is it going to cost? There is no question that integrating technology into music education is a big commitment. However, the benefits far outweigh the risks. In this digital age students are spending time using technology outside of school to experience music. The students of today do not know a world without the digital technologies associated with music making and listening among them computers, electronic keyboards, MP3 files and players, compact discs, the internet, and a range of other digital music devices and formats (Webster, 2002). Students are listening to more music, creating more music, and playing more music then ever before, but we as educators are not involved. It s happening at home, on the students personal time, on their personal computers, tablets, and now phones. (Demski, 2010). We need to rethink our music curriculum. Music technology must play a larger role in music teaching and learning if we hope to keep music education in schools and attempt to reach the aforementioned 80%. So where do we begin? First let s begin with a working definition of music technology. According to Murray (cited in Pitts & Kwami 2002, p. 61) music technology refers to any
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 5 situation in which electronic technology is used to control, manipulate or communicate musical information. Webster (2002, p.416) describes this technology as inventions that help humans produce, enhance and better the area of sound organized to express feeling. Byrne and MacDonald (2002) define music technology in the classroom by itemizing the components of the technology. Therefore they include technologies such as electronic keyboards, external sound modules, multi-track recording software and equipment, synthesizers, hardware sequencers and a wide range of software applications that allow the sequencing, notation, editing and recording of music through MIDI (Musical Interface Digital instrument) and acoustic means. Integrating music technology into the music curriculum will allow teachers to teach creatively and achieve instructional goals. Notation and sequencing software can aid students in the study of composition, aural skills and sight reading. Accompaniment software aids students in the study of improvisation, practice and performance techniques. Studies in Music Theory and History can easily be supplemented with a vast array of online tools and software resources. Additionally, music technology can open the door for alternative performance ensembles in schools as well as studies in commercial music and music production. Music educators that have integrated technology into their instruction listed individualized instruction, assessment and motivation as three of the main benefits of music technology (Demoline, 2003). With technology students can work at their own pace. They can work individually and set realistic and achievable goals for themselves. As students set and achieve their goals an intrinsic motivation begins to develop within them. This same individualized attention allows teachers to customize their instruction to reach diverse groups of learners. Utilizing technology in this manner makes it possible to begin incorporating
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 6 constructivist elements into our music instruction. In their review of current research Way and Webb (as cited in Wise et al., 2011) identified the potential for technology to transform pedagogy in the following ways: A shift from instructivist to constructivist educational philosophies. A move from teacher-centered to student-centered learning activities. A shift from a focus on local resources to global resources. An increased complexity of tasks and use of multimodal information. A change in today s music curriculum to embrace technology and it s pedagogical advantages is needed. According to Cain (as cited by Wise et al., 2011), curriculum change is necessary if the world of the classroom is going to keep pace with the world outside. And it is necessary to have a clearly defined theory which allows teachers to commit themselves intellectually to the change. Thirty years ago Attali (as cited by Crawford, 2009) foresaw that a new music is on the rise, one that can neither be expressed nor understood using the old tools. To begin integrating technology into the music classroom educators must first develop a plan. As the use of technology in music education becomes more common it will be important that educators develop an all encompassing, long-range, approach for integrating technology into the curriculum to achieve short and long term curricular goals. A flexible, multi-year and multigrade plan aligned with curricular goals will offer continuity across grade levels while making the most effective use of technology in the classroom. It will allow time for teachers and administrators to plan and budget for the appropriate acquisitions, professional development and maintenance associated with the music technology.
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 7 A multi-year plan lays the groundwork for future growth. As an educator I am all too familiar with the restrictions of time and departmental budgets. A multi-year plan takes into consideration that teachers do not have the time, nor the money, to institute a full-scale music technology plan right away. A plan that looks to the future also ensures that the technology you are using now will be compatible and will easily integrate with future acquisitions and curriculum goals. A plan that is multi-grade will ensure continuity throughout your program. As music educators we often teach across multiple grade levels. Having a plan that provides both entrance and exit expectations allows students to attain levels of proficiencies as they progress through the program. In addition, teachers can introduce new technologies and concepts early on in a students career that can be developed and built upon as the student progresses through the program. Having a long range plan in place will also help when it comes to departmental budgeting. It ensures that all elements of the investment are being planned for: time, professional development, maintenance and technology upgrades. Recent developments in music technology include more powerful computers and music software becoming cheaper to buy and accessible for a greater number of people. Faster internet connections, via broadband, have made it easier to access various music-related software and files. These newer, less expensive, components of music technology have allowed students who previously would not have considered themselves musicians to handle, create and communicate music via their computers (Wise et ai., 2011). There are a number of other factors to include when designing a technology integration plan. A good plan should be flexible in its approach and include the following elements:
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 8 An integration timeline. Multiple grades approach. Curriculum goals. Implementation plan. Budget considerations and requirements. Professional development plan. Program valuation and benchmarks. Integration Timeline. It is important to consider both short and long term program goals. Instead of focusing, one year at a time, on what you want to accomplish, begin imagining what your music program will look like five years down the road. What activities will your students be involved in? What new and exciting learning opportunities will your students have in five years that they do not have now? An integration timeline will help you prioritize your time and resources as you build for the future. It ensures your focus is not so short term that you aren t prepared for future developments in music education and technology. Addressing long term goals will also assist teachers in planning for technology training and professional growth. In a recent 2006 music technology survey of secondary music educators nearly half (45%) of those surveyed considered themselves to be only somewhat prepared to teach with technology in their music curriculum. Results indicated that their development of the skills in computers and music technology had been mostly due to independent learning. Additionally, 75% of those surveyed also indicated that their college music education did not prepare them for using technology in their music teaching. Results indicated that the majority of
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 9 the professional develop (Crawford, 2009). Planning for future professional development is key to maintaining a flexible and successful music technology curriculum. Music technology is transforming music and the way people approach traditional music activities. It is paramount that music educators demonstrate a commitment to teaching with technology by staying on top of current and future trends in music education and technology. Multiple Grades Ideally, an effective technology integration plan will ensure continuity in terms of technology and curricular goals across all the grade levels being taught. It should include entrance and exit requirements in terms of music learning and technology exposure and skills. Additionally, this plan may include expectations for students in grades other then grades being taught. For example, should incoming secondary students be expected to have had an introduction to certain music technologies or music concepts during their middle school years? If music educators can expect incoming students to know how to use a specific music notation program then educators can plan for music theory instruction to include composition activities without having to teach students how to use the software. Instead of wasting time teaching technology, teachers can be teaching music. Multi-grade plans also make remediation and enrichment more consistent. If students have experience with a particular music notation program it can easily be used for remediation and reinforcement when needed. If educators know students will be utilizing a new technology in higher grades then they could introduce those technologies to advanced students when opportunities for enrichment exist.
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 10 Additionally, a multi-grade plan will add credibility to an integration plan when dealing with administration and budgeting. If educators can get commitments from other building/district teachers by demonstrating to them the benefits of music technology integration they can present their administration with a plan that will be widely adopting thereby increasing the chances of funding approval. Curriculum Goals It is essential to remember that technology is a tool, and as with any teaching tool it should be carefully evaluated to determine its effectiveness in meeting curriculum goals (Demoline, 2003). A integration plan must directly relate the use of technology to the music curriculum being delivered to students. Having sound curriculum goals and implementation strategies ensure that educators aren t using music technology for the sake of music technology, but to achieve real and measurable music learning goals. Attaching each planned use of music technology to a curriculum goal or state and national music standard will help educators gain support from administration for utilizing technology in music education. Once curricular goals have been set educators can begin assessing how technology can help them achieve those goals. How can technology help in classroom instruction and assessment? How can technology assist teachers in their day-to-day preparations (preparing worksheets, arranging music, recording playing tests, etc)? For each goal, teachers should decide how technology will help them achieve success. In addition, teachers can identify opportunities outside the main curriculum where technology can play a role in student enrichment. How can music technology be used to to help students who haven t met prerequisite requirements or are struggling to meet expectations for
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 11 their grade level? How can technology provide unique opportunities for students to explore concepts beyond the core curriculum? By identifying opportunities in the music curriculum where technology can create authentic learning situations, educators will ensure both the continuity and popularity of their instrumental music programs. The Teaching with Technology Initiative (as cited by Crawford, 2009) explains the relevance of authentic learning: When learning activities are authentic, students see the significance of what they are learning because the tasks mirror real-life experiences activities that personally relate to students and their world. Students explore, discover, discuss and construct concepts that involve their world. They learn to think critically, analyze information, communicate ideas, reach logical conclusions, collaborate with others and create multiple solutions. The true goal of authentic learning is to help students find relevance in their learning and to apply what they have learned in the world. (p. 475) Implementation Plan The implementation plan will address situations within the curriculum where students will be acting with technology. Will students utilize technology in a music lab, school computer lab or in small groups that share portable laptops from a technology cart? Which softwares will students use to complete assigned tasks? At what point in the curriculum will teachers introduce and teach new technologies to students? Creating a thorough and descriptive implementation plan allows educators to better prepare for curriculum integration and resource allocation. Budget Considerations and Requirements Data across the board acknowledges a general acceptance that computer-mediated activities, such as composition, result in high levels of student engagement and achievement in
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 12 the music classroom (Wise at ai, 2011). However, with music budgets dwindling, how do music educators begin incorporating technology into a curriculum when resources are so scarce? Attention paid to a well structured, long range, budget plan will assist in prioritizing goals and ensure your technology integration plan is realistic and obtainable. Specific recommendations for hardware and software should be included in the budget considerations. Flexibility in the area is key as future developments in technology have the potential to alter, for better or for worse, long range integration plans. When creating a budget educators educators should also consider costs for equipment repair and maintenance as well as professional development. Professional Development Teachers are vital to the quality of music education for all students and need to take proactive roles in ensuring the quality and status of music in schools through developing their own professional expertise, learning and values (Crawford, 2009). With innovations in technology changing the way classroom instruction is delivered, professional development becomes a vital tool music educators must use in order to provide relevant instruction. Ng and Nesi (2008) state that the use of technology is one of the most relevant approaches to properly supporting education in all environments. In addition, it is an excellent way to support teaching activities as it enables educators to enrich the quality of instruction as well as attract the learner s attention and stimulate the minds of students from various perspectives (Hagon, 2011). For music educators desiring to integrate technology into their curriculum, professional development is a valuable and necessary tool. Organizations such as the Association for Technology in Music Instruction (www.atmionline.org) and the Technology Institute for Music
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 13 Educators (www.ti-me.org) work with music educators across the county to further the cause of technology in music education. They offer regional and national conferences for educators and provide online resources pertaining to the use of technology in the music classroom. These avenues for professional development, coupled with opportunities at the state and local level, provide music educators the opportunity to stay informed of new innovations in technology and develop techniques for integrating new technology into the music curriculum. Program Evaluation and Benchmarks The final element of an effective technology integration plan is the formulation of program benchmarks and proposals for program evaluation. How will music educators measure student achievement to determine if the use of technology meets the curricular goals identified? Music educators must identify key benchmarks or milestones in terms of student performance and ability for both technological and musical proficiencies. This section of the plan paints a picture of what successful integration of technology looks like in a music curriculum. It establishes firm goals for a program and highlights the avenues in which technology will enrich the curriculum. For example, if students are utilizing technology to study composition then a recording of the students work or a printed score of their compositions would serve as indicators of their success. Crawford states that (2009), the importance of technological innovation for the future is undeniable, and to ensure the prosperity of the nation s educated and skilled workforce technological literacy and competency is essential (p. 486). There is no better time then the present for music educators to begin teaching with technology. Developing a comprehensive technology integration plan is a necessary process to ensure educators are effectively utilizing technology to deliver authentic learning experiences within the music curriculum. Having a
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 14 comprehensive plan will allow music educators to determine how and when technology will assist in meeting short and long term curricular goals. It will ensure curriculum continuity across grade levels and play a supportive role in program budgeting and planning. Perhaps most importantly, a flexible, comprehensive music technology integration plan ensures that authentic student learning is always taking place within our music classrooms. Journal Submission For this project I have agreed to submit my article to the National Association for Music Education (www.menc.org). MENC.org publishes a quarterly journal for music educators entitled Music Educators Journal (MEJ). The Music Educators Journal is a peer-reviewed journal that encourages music education professionals to submit manuscripts about all phases of music education in schools and communities, practical instructional techniques, teaching philosophy, and current issues in music teaching and learning. The main goal of MEJ, like that of the National Association for Music Education, is to advance music education. MEJ articles are refereed by practicing professionals who judge manuscripts on their importance, originality, timeliness, scope, accuracy, and style. Approximately six manuscripts are accepted as articles for publication in each issue. These guidelines pertain to those manuscripts. Manuscripts submitted for consideration as full-length articles should be characterized by the following: While MEJ is not a research journal, submissions should be grounded in the professional literature. Articles with no citations or reference to previous work in the area will not be considered for publication. The main text of manuscripts should be approximately 12 pages (3,500 words) in length, excluding the abstract and references. Text should be presented in 12-
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 15 point font with double-spacing throughout. Articles should address the needs of the many music educators who read the journal and should not have been previously published elsewhere.
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 16 References Advantages and Disadvantages of Music Tech.. (2011, May 21). The Music Ed Tech Project. Retrieved March 12, 2012, from http://muedtechproject.blogspot.com/ Beckstead, D. (2001). Will Technology Transform Music Education. Music Educators Journal, 87(6), 44-49. Byrne, C., & MaDdonald, R. (2002). The use of information and communication technology (ICT) in the Scotish Music Curriculum: A focus group investigation of themes and issues. British Journal of Music Education Research, 4(2), 263-273. Crawford, R. (2009). Secondary school music education: A case study in adapting to ICT resource limitations. Australasian Journal of Educational Technology, 25(4), 471-488. Demoline, K. (2003). Getting started with technology in music education. Kelly's Music and Computers. Retrieved March 2, 2012, from http://kellysmusicandcomputers.com Demski, J. (2010, October 1). How music teachers got their groove back: Music instruction goes digital. The Journal. Retrieved March 15, 2012, from http://thejournal.com Hagon, S. (2011). Technology: It's everywhere. So what are you going to do about it?. Massachusetts Music News, 59(3), 33-34. Ng, K., & Nesi, P. (2008). Interactive multimedia music technologies. Hershey, PA: Information Science Reference.
INTEGRATING TECHNOLOGY IN INSTRUMENTAL MUSIC EDUCATION! 17 Pitts, A., & Kwami, R. M. (2002). Raising students' performance in music composition through the use of information and communications technology (ICT): a survey of secondary schools in England. British Journal of Music Education, 19(2), 61-71. Wise, S., Greenwood, J., & Davis, N. (2011). Teachers use of digital technology in secondary music education: Illustrations of changing classrooms. British Journal of Music Education, 28(2), 117-134. Webster, P. (2002). Computer-Based technology and music teaching and learning. In The new handbook of research on music teaching and learning: A project of the music educators national conference. (pp. 416-439). New York, NY: Oxford University Press.