OTL505 Portfolio Project

Section 1: Context

Dartmouth, Massachusetts is a suburban/rural town in the southeastern portion of the state. Socio-economically speaking, Dartmouth is a diverse town with people/families having low income to high income. In total, there are 3370 total students in Dartmouth public schools and there is a teacher to student ratio of 13.5:1. Dartmouth has five public school facilities: three elementaries, one middle school, and one high school. The high school was opened in 2002 while all the other buildings have been open since various points in the 1950s.

Here are some important statistics concerning the various demographics of our student body:

Low income students 30.2%

1% ELL

48.87% female - 50.97% male - 0.14% non-binary

1.7 African - 1.2 Asian - 6.4 Hispanic - 83.3 White - 7.4 Multi-race

Section 2: Data-Driven Need

Music technology is a rapidly growing offering for public school, specifically at the high school level. “In the first phase of the study, principals from 10% of comprehensive public high schools in the United States (n = 1830) were surveyed regarding the technology-based music offerings of their high schools. Of the respondents (n = 528), 14% indicated that their schools offered technology-based music classes.” (Dammers 2012) Fourteen percent is not a high number, but since the time of this research, the amount of schools offering such access has increased dramatically. For instance, Dartmouth is neighbored by the towns New Bedford, Fairhaven, and Westport. All three of these towns offer music technology as an elective course which is offered to all students, not just those involved with the performing arts. Dartmouth built their first music technology lab this year and began offering the course in the fall.

Section 3: Research-Based Literature Review

Further emphasized by the needs of the Covid-19 pandemic, the use of new forms of educational technology has been implemented in nearly all classrooms and curricula. Many districts across the country are deciding to make choices regarding equitable access to tech for all students. A popular choice is the concept of “one to one” for students having access to a device such as a chromebook, laptop, or tablet.

With access to these devices, teachers can essentially house their complete class material set in a cloud-based environment so students have everything they need for a given class at their fingertips. There becomes very little need for students to carry around enormous backpacks full of books, binders, and paperwork for their academic classes. However, their other classes, specifically band and performing arts classes are not necessarily so easy to encase in the cloud. The technology needed to perform in band class is really technology from the 1800’s: instruments and music. The tech being utilized by other classes has really passed by the band class.

There are ways of utilizing tech for the band class. Many new web-based programs have been developed and they are being used with greater efficiency in the instances where they are being employed. However, a common sentiment regarding the implementation of tech programs in band revolves around this efficiency: “Another challenge of integrating any technology into an educational environment is ensuring that the technology directly assists in achieving the intended outcome. It should not be implemented just for the sake of keeping up with current trends or enticing students” (Killian 2019) Often, the tech needs in a band class are limited to a metronome and/or a tuning device.

A popular choice among band directors regarding technology implementation is SmartMusic. The online platform contains tools like the tuner and metronome, but also practice logging, tempo manipulation for playing examples, quantification tools for evaluation, and instrument specific technique resource libraries. These tools are valuable for both students and teachers. Often, successful implementation of these online platforms is directly related to how well the instructor knows the platform. “There was a significant positive correlation found between those indicating they had received technology training through workshops offered by colleges and universities (n = 10, 18.9%) and a change in their comfort level using technology to teach classes such as class piano, class guitar, and other instrument-specific classes” (Holliman 2022) Where some students fail to use these platforms can often be equated to how well the teachers know how the program can work for each student.

Beyond knowing how to differentiate for each student, choosing a platform that is easy enough to use, but has enough substance to be useful for a long time is crucial. In a 2021 study, “[A] Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music” (Gilbert 2021) Understanding the population is a great first step to finding out what are realistic expectations for students and families.

“Teachers should use caution in selecting technologies and ensure that they can be easily

understood and applied not only by themselves, but their students and their students’ parents as

well. Since effort expectancies significantly contributed to attitudes of all participants in this

study, it is essential to promote technologies that are perceived as easy to use. Further, because performance expectancies significantly contributed to the attitudes of students and parents, it is critical for teachers to be able to effectively relay the educational and performance goals the technology serves” (Gilbert 2021)

There are influences beyond the teacher’s power which also contribute to how much effort can be put into expanding a music program’s tech implementation: “Barriers preventing technology integration can often include a lack of funds for software and equipment, no support from their school or district, no proper training on technology implementation, and a belief that technology is not an essential component of music education.” (Holliman 2022)

Section 4: Change Plan

Six Strategies for Change. (Week 3)

Strategy 1: Creating a Shared Vision of the Change: The vision is that students in 8th grade will no longer be required to take a music course if they are not involved with a performance ensemble. Explanation for Addressing this Strategy with Stakeholders: The music faculty will be providing two sections of band per grade. Adding additional sections will make it more possible for students to receive better support at the individual level. It will, however, make scheduling prep periods impossible for teachers who teach additional general music courses and finish the day at the high school. Eliminating general music requirements for non performing 8th graders will allow the time necessary for band teachers to get a prep and it will also provide 8th graders with access to different courses or academic support. Strategy 2: Planning and Identifying Resources Necessary for the Change: Adjustments will have to be made to the student handbook and administration will need to be involved in order to get all affected students scheduled for their appropriate placement twice per cycle. Explanation: Some students will be provided with academic support or opportunities to meet with other specialists. There will need to be other options presented to other students who do not need academic support. Students should be encouraged to select a performance group. Strategy 3: Investing in Professional Development/Professional Learning: Other instructional options must be presented for students who do not choose to perform in an ensemble or do not attend academic support. Explanation: These remaining students may require an additional teacher or another class which would require an existing teacher to design curriculum. Strategy 4: Checking or Assessing Progress: -Are 8th grade students able to fully participate if they choose a performing ensemble? -Are students still getting enough content from a general music course schedule that ends after 7th grade? Explanation: -Most students in 8th grade have been playing music for a minimum of 3 years. Is it possible for students to catch up to perform course materials with just one year of performance? -There are currently existing standards for students in 8th grade regarding what content should have been covered before moving to high school. Can course content in 7th grade possibly encompass 8th grade standards without being too difficult?Strategy 5: Providing Continuous Assistance: -How do I handle students who are struggling to catch up in performance classes? -What happens if students no longer need to attend their academic support or specialist? Explanation: -Students who are struggling may need to perform alternate parts. These alternate parts may need to be arranged by an instructor. -Possible options would be a library skills extension/study hall. An additional physical education class. Based on feedback from instructors, the student could go to a performance ensemble. Strategy 6: Creating a Context Conducive to Change: -Students are typically disengaged from general music classes by 8th grade. -Students approaching high school should have as much opportunity to achieve requirements of State curriculum frameworks. Explanation: -For several years, even prior to pandemic, the students have been increasingly unreceptive to being assigned work; creating disciplinary issues for general music teachers and disciplinary administrative staff. -Academic support provides students who have IEPs and 504s extra time to work on basic skills.

Align the vision of the organization with the vision for the change. (Week 3)

“ The Dartmouth Public School District, in partnership with parents and community, will deliver challenging, standards-based instruction for all students that fosters academic, physical, social and emotional development. Utilizing data analysis to drive instruction, we will implement specific strategies to support every student to think critically, solve problems, and become a responsible, contributing citizen. Our high school graduates will possess the required skills and knowledge necessary to thrive in their academic and vocational ambitions.” (Dartmouth Public Schools)

By implementing our new online platform we will have the ability to further differentiate our instruction so that students will be able to focus on their specific needs which, especially with instrumental music, are less likely to be the same needs as their classmates.

Skeletal Plan for Crossing the Implementation Bridge. (Week 3)

1. Creating a shared vision

   1. It is our shared assessment that helping more students with individual needs is the way that our program will be able to improve further from where it stands currently. Individual work on rhythm, note reading, and intonation is where our emphasis is and that is where this platform excels.

2. Planning and identifying resources necessary for the change

   1. Students are currently 1:1 with devices equipped to handle the program where processing power and peripheral devices are concerned. Students who don’t have home access to broadband internet are provided with wireless access from the district.

3. Investing in professional development

   1. Instructors will have access to service techs on-site for hardware and device issues.

   2. Instructors will have remote access to a service rep from the platform.

   3. Training will be provided for instructors during the summer prior to starting the school year.

4. Checking or assessing progress

   1. Practice logs and performance are monitored by instructors within the teacher dashboard. All student activity can be tracked and viewed in real time with the ability to give feedback on assignments.

5. Providing Assistance

   1. Students can respond to feedback or ask questions within the platform or via the District network email.

   2. Teachers will be expected to respond timely to students requests during school days,

6. Creating a context conducive to change

   1. During meetings and staff discussions, we are all in agreement that the deficiencies of our program lie within the inability to appropriately meet the needs of individual students during classtime. Students need to work independently to polish skills and this platform will help do that more effectively and efficiently.

Accessing Change Readiness. (Week 3)

View my Assessing change readiness survey here

Innovation Configuration Map. (Week 4)

Change Topic: ______Implementing private lessons into the band curriculum____________________________________

Component 1: 1 2 3 4 5 Public School System funds a lesson program to take place after school with specialists for each instrument. Music department funds a lesson program to take place after school with specialists for each instrument. Music department organizes a lesson program to be funded by student families and taught by classroom teachers Classroom teachers organize and instruct lessons funded by student families (or free) No lessons organized. Component 2: 1 2 3 4 5 Music Department chooses curriculum for private instruction Music Department can provide input on curriculum for private instruction Music Department has no input for private instruction Component 3: 1 2 3 4 5 All students get private lessons All students have access to lessons Only students recommended by teachers get lessons

What are some concerns with this plan that you might need to address with colleagues or administrators based on your analysis of the Stages of Concern assessment, if you were able to administer it? If you were not able to administer it, what are the concerns you might encounter? (Week 5)

My initial concern is that not enough of my colleagues are familiar with the available online learning platforms. (Level 0) Some may resist the change because they are comfortable with the way they currently administer their course curriculum.

My survey can be viewed at:

https://docs.google.com/forms/d/e/1FAIpQLSdH9RKpYRoUY7vDU4x0f3X9gC1OJ3PdJtiqTKm4GdcUj0aYvQ/viewform?usp=sf_link

Score the survey based on the six typical expressions of concern:

1. 0 Unrelated

2. 0 Unrelated

3. 1 Informational

4. 3 Management

5. 1 Informational

6. 3 Management

7. 1 Informational

8. 4 Consequence

Stages of concern Profile

Outcome: Participants will provide platforms for enriching our current curriculum with new options/opportunities for growth.

Assumption: Existing areas of concern may show ways in which we may prepare to ease student difficulties/concerns regarding new efforts for learning

Suggested Time: 20-30 minutes

Materials: Evidence of use specific to the participants suggested cloud-based music education platform.

Engaging in Learning:

Provide questions to group members

Allow time for discussion regarding individual’s experiences with the use of given platforms making available the ability to show previously created materials.

Given that individuals have other platforms to discuss not listed in question one, be open to the possibility of turning discussions over to participants.

All participants to lead discussions on how this implementation can/will affect their students.

3. This survey will be used to identify new ways to integrate cloud based instructional materials to our in-person classroom material. My aspirations are to create ways to drive students to prepare and practice more effectively and possibly enhance our evaluation system to make more efficient use of our instruction. There are numerous arguments for and against the use of online learning for music education and by presenting this survey, the best of all possible options can be utilized.

Among the positive aspects of online learning for music, there are some significant problems with implementing said programs. Particularly in the case of an ensemble music class where the online experience does not replicate fully the full extent of ensemble performance. “The online [platform] is ultra-individualistic, the camera and the current communication technique emphasize only the one who speaks or responds while taking the others out of the game.” (Rucsanda 2021) There still does not exist a zero latency internet connection. It is therefore impossible to perform even a simple duet, let alone a performance as complicated as a full band/orchestral arrangement.

The goal of the ensemble learning process is to perform. Once a majority of students/teachers were required to move to online education it became apparent the limitations previously mentioned would be an impediment. “I was determined that music teachers could not perform the activities at the desired level to reach the learning outcomes.” (Akarsu 2021) Given that the main concern of using a new platform should be to make a program better, it is more than fair to consider the pitfalls of previous experiences and how a teacher can integrate the technology in ways that will add to the experience rather than take away.

What are the interventions that you will use to meet the individual needs of stakeholders? (Week 6)

LoUBehaviors Associated with LoUPossible InterventionsLevel 0: Non-use I have little or no knowledge of the change, and I am doing nothing toward becoming involved.

1. Make the party (parties) aware of the cloud-based tools (Both music software and organizational software for teachers) available to them.

2. Provide access to the tool via district email.

Level 1: Orientation I am seeking or acquiring information about the change.

1. Organize an info session where one might demonstrate the uses of the tools in person.

2. Be able to show examples of how other districts use the tools. Be able to show how the use of these tools has benefitted those who are currently using it.

Level 2: Preparation I am preparing for the first step in implementing the change.

1. Make sure that everyone who is preparing to use the tools has gained appropriate access.

2. Make sure students have broadband access and devices that are appropriately equipped with cameras and microphones.

   1. Students should attempt to create a recording because it is necessary to find the ideal placement of microphone and camera for highest quality work.

3. Make sure teachers have set up their online classrooms and have invited all their students. Have all teachers set up their first assignments, create a rubric.

Level 3: Mechanical Use I focus most effort on the short-term, day-to-day interaction with the change, with little time for reflection. My effort is primarily directed toward mastering tasks required to do the change successfully.

1. Teachers should be grading and creating assignments. Using the rubric to grade. If rubrics can be reused then it is a time saver but new rubrics can be created for every new assignment if so desired.

2. Students are using the cloud platform to view lessons and practice materials using the software to adjust speed and play along at their own pace. Viewing available media which will provide tips for improving their performance and reading conception.

Level 4A: Routine I feel comfortable with the change. However, I am putting forth little effort and thought to improve the change plan.

1. Teachers have compiled a list of assignments, have received submissions from students and have used their rubrics. Teachers should begin compiling grades with the software to easily determine “Mock” final grades for students.

2. Students can view earlier work to compare and contrast with their current performance level to see where they have improved and where they may benefit from more emphasis; seeking out lessons that cater to these specific skills. Teachers can provide guidance here as well.

Level 4B: Refinement I vary the way I implement the change to increase the expected benefits within the classroom. I am working on different implementation strategies to maximize the change effect on my students.

1. Teachers can use the classroom chat to get input from students. Teachers can also begin setting up surveys that will allow students to contribute open ended answers that may become student-led discussions that exist online.

2. Students can share their recordings with their peers. The students can give each other feedback regarding performance or even the recording quality. Students may be able to layer their performances using the software if the performances are done at the same tempo.

Level 5: Integration I am combining my own efforts with related activities of other teachers and colleagues to achieve impact in the classroom.Teachers can use the data they collected to share with coworkers. This sharing of knowledge might help generate new ideas or ease frustrations should someone find that their struggles are shared by others.Level 6: Renewal I reevaluate the quality of use of the change, seek major modifications of, or alternatives to, present innovation to achieve increased impact, examine new developments in the field, and explore new goals for myself and my school or district.

1. At the end of the final grading period, teachers should evaluate the benefits vs. drawbacks and determine if “ends justify means”. Should teachers see the value of using the software then they should make it part of their plan for the following year to start of straight way making use of the available tools.

2. Students should continue to use the tools over the summer to keep their playing in shape and allow themselves to stay connected to their classmates by sharing performances and creating projects on their own time if so desired.

What is your plan for monitoring the levels of use throughout the implementation? (Week 6)

The SmartMusic software tracks the student’s performance and practice. There is a digital log kept so instructors can view student progress and check on practice routines.

Section 5: Reflection

Explain who you might include in a collaborative team to help lead the change (no names, just titles) and what their role will be.

In my team I would need to have the cooperation of the other music teachers in the implementation of the plan. On top of these people it would make sense to have the technology department be aware of what we are doing in order to help us out with any issues involving the equipment or the software itself. Permissions for various tasks are often a sticking point and student devices will need to be fully functional to give the best chance for success.

How will you know if your change was successful?

Success can be determined in a few different ways, but in order to have results quantifiable and objective, success will be determined by increased scores in the online platform regarding tuning, note/rhythmic accuracy and increase in practice time which is now logged in the program.

How will you ensure the change is sustained?

This change can only be sustained via commitment to the activities involved with this online platform. Some of the activities involved with the platform’s use are there to instill a “culture” among the students in the music program; specifically the regular independent practice. It is a goal that students would eventually be self-motivated to practice without the program, but the tools for practice that the program offers will still be useful even if practice doesn’t have to be logged.

What were the highlights of this experience? How has it changed you professionally? What will you do with the information you learned in class? Will you attempt to implement your change plan?

The most important part of this course for my work is the concept of considering change. This is important because my program is very much the same program that was put in place three administrators ago in 1971. Very little change has occurred so the vigilance for possible change is important because there are always opportunities to improve.

Resources

Akarsu, S. (2021) Investigating Secondary School Music Teachers' Views about Online Music Lessons During the COVID-19 Pandemic. Educational Policy Analysis and Strategic Research, V16, N2, 2021. https://files.eric.ed.gov/fulltext/EJ1301886.pdf

Dammers, R. J. (2012). Technology-Based Music Classes in High Schools in the United States. Bulletin of the Council for Research in Music Education, 194, 73–90. https://doi.org/10.5406/bulcouresmusedu.194.0073

Gilbert, D. (2021)An Exploration of the Use of and the Attitudes Toward Technology Among Fourth and Fifth Grade Band and Orchestra Teachers, Students, and their Parents. Research & Issues in Music Education, Vol. 16 [2021], No. 1, Art. 6. https://files.eric.ed.gov/fulltext/EJ1315164.pdf

Holliman, L. M. (2022) "The Status of Technology Integration in Music Classrooms and Implications for Technology Training: A Survey of K-12 Music Educators in Four Southeastern States," Journal of the Association for Technology in Music Instruction: Vol. 3 : No. 1 , Article 3.

Killian, L. (2019) Integrating music technology in the classroom: Increasing customization for every student. Arts management and technology laboratory. Carnegie Mellon University. https://entreprenarts.org/sites/default/files/2019-10/Killian.TechnologyinMusicEducation.2019.pdf

Rucsanda, M. D., Belibou, A., & Cazan, A. M. (2021). Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown. Frontiers in psychology, 12, 753785. https://doi.org/10.3389/fpsyg.2021.753785