This document discusses possibilities for the future of music education. It explores how instructional delivery, communication and interaction, the physical classroom, and educational content may evolve. New technologies like online learning, discussion boards, dropboxes and response systems are described as ways to enhance student-teacher interaction. The physical classroom of the future may include student computers, interactive whiteboards and video games. However, challenges like effective teacher training and appropriate integration of technology into the curriculum are also noted. Overall, the document considers how music education may adapt to prepare students for an uncertain future.

1. Possibilities for the Future
Educational Environment
Created for UWF EME6317
BY:
Charlotte Brasell, Reginald Campbell
Todd Mendoza and Karen Seder

3. HOW DO YOU PREPARE STUDENTS
FOR WHAT DOES NOT YET EXIST?
ARE THE ARTS MORE OR LESS
IMPORTANT?

4. WHAT DOES THE FUTURE LOOK LIKE
IN A MUSIC CLASSROOM?
DOES TECHNOLOGY EFFECT MUSIC
INSTRUCTION?

5. SO MUCH TO PLAN FOR …
Audience
 ELEMENTARY MUSIC
CLASSROOM

6. Classroom of the Future
What must we consider?
Student
Instructional
Communication
Delivery
& Interaction
Physical
Content
Environment

7. Instructional Delivery
WHAT DOES IT LOOK LIKE?

8. THE CASE FOR ONLINE LEARNING IN
ELEMENTARY CLASSROOMS AS AN ENRICHMENT
TO 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.

9. 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.

10. WHAT DOES THIS LOOK LIKE AT WEST NAVARRE
INTERMEDIATE 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.

11. 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.

12. Communication & Interaction
WHAT DOES IT LOOK LIKE?

13. Communication & Interaction
How do Students & Teachers Communicate in the Future?
• Dropboxes • Discussion Boards • Online Social Media
• Epals

14. 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

15. 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 instructor's 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.

16. 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

17. 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

18. Communication & Interaction
How do Students & Teachers Interact in the Future?
• Response Systems • Random Pickers • Timers and other
management tools ..

19. 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.

20. Physical Classroom
WHAT DOES IT LOOK LIKE?

21. Physical Classroom
What will our classrooms look like in the Future?
• Student • Mimio Boards • Video Games
Computers

22. 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.

23. 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.

24. Video Games
What 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

25. 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. Let's
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.

26. Educational Content These will
continually
What does it look like? change and
evolve
CORE 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.

27. Why Make these Choices
Because of the Research
• http://www.the21stcenturyte
acher.com/member-
articles/on-education/50-
technology-in-education-why

28. 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.

30. References
• http://www.brighthubeducation.com/teaching-methods-tips/86024-tips-for-using-dropbox-in-schools
• http://www.epals.com/
• http://cft.vanderbilt.edu/teaching-guides/technology/clickers/
• http://classtools.org/
• http://www.educause.edu/ero/article/death-digital-dropbox-rethinking-student-privacy-and-public-performance
• http://www.educause.edu/ero/article/death-digital-dropbox-rethinking-student-privacy-and-public-performance
• http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/A-Diploma-Worth-
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