THE CASE FOR ONLINE LEARNING INELEMENTARY CLASSROOMS AS AN ENRICHMENTTO MUSIC EDUCATION• Elementary music classes only meet once every 6 days for 35 minutes.• During class, most of the time s spent reteaching concepts previously covered with little time left for teaching new material.• An online forum that is available to students in the regular education classroom throughout the week as a learning station would provide the review and preparation necessary to cover more material in a short amount of time.
THE INTERDISCIPLINARY CONNECTION• A major shift in public education in coming years will be the shift to Common Core Standards. Interdisciplinary studies have been identified as integral in bridging the gap between state standards and Common Core Standards.• Creating online content that is literacy rich and focuses on areas identified by assessments as the greatest need for reinforcement in reading allows teachers to use the music lessons as a weekly reading center.• The online modules not only reinforce music standards but also cover reading subject matter while maintaining the integrity of both the NGSSS for music and Language Arts Common Core Standards.• Students can access the online modules anytime during the week in between music classes and both reading and music progress can be assessed and monitored.
WHAT DOES THIS LOOK LIKE AT WEST NAVARREINTERMEDIATE SCHOOL?• An online course was designed using the MOODLE program that Santa Rosa County utilizes for professional development.• The course was aligned with Florida NGSSS for Music 3-5 and Common Core Standards for Language Arts 3-5.• Teachers were asked to volunteer for a pilot of the program during the 2012-2013 school year.• One class was chosen from each grade level to participate during the first year. Our intent is to expand on the implementation in future years.
ASSESSING THE EFFECTIVENESS• Students will be given pre and post tests for each unit covered in music.• Progression through the music curriculum in the classes in the pilot program will be compared with those classes not participating.• Standardized test scores will be compared to find correlations between the interdisciplinary nature of the course and an increase in reading scores. Special attention will be given to those areas identified as greater needs in 2011-2012 assessments.• Students and teachers will complete surveys at the end of the year to give feedback on the effectiveness, usability, and their overall satisfaction with the program.
Communication & InteractionWHAT DOES IT LOOK LIKE?
Communication & Interaction How do Students & Teachers Communicate in the Future?• Dropboxes • Discussion Boards • Online Social Media • Epals
Dropboxes • Teachers create assignment with due date • Student post their assignment when due • Teacher provides grade & feedback • Convenience • Saves Time & space • Share files • Interact with students • Use with mobile apps • – Macs, PC, iPhone, iPad, Android
Dropboxes Public Access – New Thoughts • Public posting enables students to see the work of their peers. • Students seem reluctant to turn in low-quality work in front of their peers. • Visibility could discourage plagiarism • Public postings increase the instructors social presence in the course by allowing all students to see feedback on all students Public feedback by the instructor helps minimize workload by reducing the number of redundant comments across assignments. • Public performance and accountability better model real-world conditions.
Discussion Boards • Students are required to participate in ongoing topic discussion • Respond with meaning input to other discussions. • New or counter arguments encouraged • Increase learning opportunity due to nature of discussion
Student Interaction Social Media - ePals • Students are exposed to authentic language practice • Meaningful project-based learning with other students • Understanding of new concepts and cultures • Local/national/international (Global connectivity & interaction) • http://www.epals.com
Communication & Interaction How do Students & Teachers Interact in the Future?• Response Systems • Random Pickers • Timers and other management tools ..
Classroom Response Systems • Teacher projects a multiple-choice question to students • Student submits an answer on using a handheld transmitter (clicker) • Teacher’s computer collects tall students’ answers and produces a bar chart for each of the answer choices. • The teacher makes instructional choices in response to the bar chart may lead a class discussion on the question.
Physical Classroom What will our classrooms look like in the Future?• Student • Mimio Boards • Video Games Computers
Student Computers• Enhance participation & Creates motivation.• Transform classrooms & create a superior learning environment.• Students become familiar with current computer applications.• Enhance learning experience.• More options for learning, Example: - Dragon-Naturally Speaking, Speech Recognition Software• Can personalize learning based on student’s needs.• Brings a real world aspect to instruction.• In study performed at Boise State University College of Education found that81% of all students in computer-based instruction classes had higher exam scores than did students who were taught by conventional methods without computer technology.
Mimio Boards • Provides technology on the whiteboard, not in the whiteboard. • Turns any ordinary whiteboard into an interactive whiteboard. • Enliven lessons with audio, video, and flash files. • Import existing lessons from popular applications such as Microsoft Word, PowerPoint, Excel, and Adobe Acrobat. • Saves whiteboard notes and drawings to your computer. • Convenient and practical for any teachers daily instruction. • Compatible with WiFi and other internet software. • Age appropriate for all levels of students K-12.
Video GamesWhat does it look like? • Dance Dance Revolution • Kinect Sports/Wii Sports • Guitar Hero • Oregon Trail • The Civilization • Playing to Learn • Rock Band • Age of Empires
Music Education – What should we teach?• Grant Wiggins stated in the March 2011 edition of Ed- Leadership, “Students should prepare for adult life by studying subjects that suit their talents, passions, and aspirations as well as needs. They should leave when they are judged to be ready for whatever next challenge they take on—whether it be college, trade school, the military, or playing in a band. Lets therefore abolish the diploma, if by diploma we mean that all students must graduate as though they were heading for the same 20th-century future.”• There is a definitive knowledge that we do not know what were are preparing for.
Educational Content These will continually What does it look like? change and evolveCORE ACADEMICS TECHNOLOGY STANDARDS• Common Core will change the • http://sigmt.iste.wikispaces.net/ Academic content we teach. A special interest group regarding• Are there dangers in requiring all best practices in teaching music students to learn the same with the assistance of technological material? tools.• Common Core promotes all • As NETS exists for various groups, students studying the arts and the Arts may be an addition as integration of those subjects into technology and applications core academic subjects such as advance. Language Arts.
Why Make these ChoicesBecause of the Research• http://www.the21stcenturyte acher.com/member- articles/on-education/50- technology-in-education-why
Potential Issues • Studies by Bauer et al., have shown the many issues that occur with integrating technology into the curriculum; teacher training, usage and implementation, effectiveness of instruction, and appropriate use by student in accordance to the National Association for Music Education standards (1999) and ISTE National Educational Technology Standards for Students (2000) • Bauer et al. (2003), sought to determine if one week of music technology training would be effective for teachers use in class instruction. Three indicators were used, teacher knowledge, teacher comfort, and frequency of teacher use. An analysis of the data showed that knowledge and comfort remain relatively stable but frequency of use decreased, over the follow-up period of ten months. The researchers concluded that music teachers need to have appropriate support systems to discuss the use and integration of music technology along with access to use the technology. • Bauer, W., Reese, S., & McAllister, P. (2003). Transforming Music Teaching via Technology: The Role of Professional Development. Journal of Research in Music Education, 51(4), 289-301.