Possibilities for the FutureEducational Environment

Created for UWF EME6317

BY:

Charlotte Brasell, Reginald Campbell

Todd Mendoza and Karen Seder

HOW DO YOU PREPARE STUDENTS FOR WHAT DOES NOT YET EXIST?

ARE THE ARTS MORE OR LESSIMPORTANT?

WHAT DOES THE FUTURE LOOK LIKE IN A MUSIC CLASSROOM?

DOES TECHNOLOGY EFFECT MUSIC INSTRUCTION?

Audience ELEMENTARY MUSIC

CLASSROOM

SO MUCH TO PLAN FOR …

Classroom of the FutureWhat must we consider?

Instructional Delivery

Student Communication

& Interaction

Physical Environment

Content

WHAT DOES IT LOOK LIKE?

Instructional Delivery

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.

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 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.

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.

WHAT DOES IT LOOK LIKE?

Communication & Interaction

• Dropboxes • Discussion Boards • Online Social Media

• Epals

Communication & InteractionHow do Students & Teachers Communicate in the Future?

• 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 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.

Public Access – New ThoughtsDropboxes

• 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

Discussion Boards

• 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

Social Media - ePalsStudent Interaction

• Response Systems • Random Pickers • Timers and other management tools ..

Communication & InteractionHow do Students & Teachers Interact in the Future?

• 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.

Classroom Response Systems

WHAT DOES IT LOOK LIKE?

Physical Classroom

• Student Computers

• Mimio Boards • Video Games

Physical ClassroomWhat will our classrooms look like in the Future?

• 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.

Student Computers

• 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.

Mimio Boards

• Dance Dance Revolution

• Kinect Sports/Wii Sports

• Guitar Hero

• Oregon Trail

• The Civilization

• Playing to Learn

• Rock Band

• Age of Empires

Video GamesWhat does it look like?

• 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.

Music Education – What should we teach?

CORE ACADEMICS

• Common Core will change the Academic content we teach.

• Are there dangers in requiring all students to learn the same material?

• Common Core promotes all students studying the arts and the integration of those subjects into core academic subjects such as Language Arts.

• http://sigmt.iste.wikispaces.net/A special interest group regarding best practices in teaching music with the assistance of technological tools.

• As NETS exists for various groups, Arts may be an addition as technology and applications advance.

TECHNOLOGY STANDARDS

Educational ContentWhat does it look like?

These will continually change and

evolve

Why Make these ChoicesBecause of the Research

• http://www.the21stcenturyteacher.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.

• 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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References