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A research proposal for using technology in the music classroom for ETEC 500 at the University of British Columbia
Citation preview
Technology and Music Education 1
A Proposed Mixed Methods Study of the
Benefits of Incorporating Technology into Music Education
Simon Forst 17407958 ETEC 500
Final Assignment Parts 1 & 2 - Literature Review & Research Proposal Dr. Janet McCracken
April 11, 2012
Technology and Music Education 2
Table of Contents
1 Chapter: 1 Background & Problem Statement .........................................3 1.1 Music Education and Technology ........................................................................................ 3
1.1.1 Research Question ............................................................................................................. 5
2 Chapter: 2 Literature Review ......................................................................5 2.1 Incorporating Technology into Traditional Music Education Programs ........................ 5
2.1.1 Article Summaries ............................................................................................................. 5
2.1.2 Critiquing the Research ..................................................................................................... 8
2.1.3 Research Synthesis ............................................................................................................ 9
2.1.4 Implications for Music Education ................................................................................... 10
2.1.5 Recommendations for Future Research ........................................................................... 11
3 Chapter: 3 Methods ....................................................................................12 3.1 Mixed Methods ..................................................................................................................... 12
3.1.1 Study Design .................................................................................................................... 12
3.2 Sampling Plan ....................................................................................................................... 12
3.2.1 Sample Population & Sampling Strategies ...................................................................... 12
3.3 Procedures & Data Collection ............................................................................................ 13
3.3.1 Data Collection Strategies-Semi-Structured Interviews & Surveys ................................ 13
3.4 Data Analytic Plan ............................................................................................................... 13
3.4.1 Quantitative & Qualitative Analysis ................................................................................ 13
3.5 Ethical Considerations ......................................................................................................... 14
3.5.1 Informed Consent ............................................................................................................ 14
3.6 Overcoming Challenges ...................................................................................................... 15
3.6.1 Strategies to Ensure Generalizability of the Research Findings ...................................... 15
3.7 Significance and Implications of the Proposed Study ..................................................... 15
References .........................................................................................................17
Appendices ........................................................................................................19 Appendix A ...................................................................................................................................... 19
A.1 Literature Review Article Summary Tables ...................................................................... 19
Technology and Music Education 3
1 Chapter 1: Background & Problem Statement
1.1 Music Education and Technology
As technology advances and becomes more accessible to educators and their
students, traditional music education programs are adapting to incorporate the use of
software and web-based tools that allow students to use their music theory skills to work
collaboratively in the creation of original music while achieving over arching curriculum
goals.
The literature review conducted for this proposal will highlight several qualitative
and mixed methods studies that have been conducted in recent years examining the
effects of incorporating technology into traditional music education programs on student
collaboration outcomes, teamwork and successful creative achievement. The five articles
chosen for review include four articles that focus on the experiences of the student while
using technology in their music education programs, while the fifth article highlights the
educator’s perspective on the incorporation of technology in their music classroom
activities.
Efforts to locate primary research on the use of technology in music education
have been largely successful. However, many of the studies sourced for this literature
review and research proposal are narrow in their focus and examine very specific
protocols or one specific brand name of music composition software. This highlights the
need to develop a research base that informs educators about the benefits of using
technology in the music classroom from the perspective of the student that can be used to
inform daily teaching and ultimately, influence policy development for school districts
facing budgetary challenges specifically in the area of fine arts education. A mixed
Technology and Music Education 4
methods study can create awareness of the benefits of technology-supported music
education on overall student academic success. This can be accomplished through the
analysis of qualitative interviews and participant survey data that can assist researchers in
the development of effective recommendations for educational policy developers to use
in future planning for fine arts programs.
The proposed research can assist education professionals in providing more well-
rounded educational experiences for the students they work with that are developing
student skill sets for using current technology while building high levels of overall
student achievement that creates graduates that will be competitive in future post-
secondary learning environments.
The aim of the proposed research will be to develop clear and easily applied
practical guidelines for educators to utilize in enhancing the learning experiences of their
students (Sandelowski & Barroso, 2003). This study will add to literature on the benefits
of using technology in music education, as it is a mixed methods study that will provide
insight into the experience of students as they use technology to develop their creative
learning skills.
The challenges of incorporating technology use into traditional music education
programs are well documented in the literature with several studies highlighting the
feasibility of providing students in financially disadvantaged neighbourhoods and schools
with equal opportunity to engage in the types of technology-centered activities as their
peers in other settings (Wise, Greenwood & Davis, 2011). Mixed methods studies that
examine the experiences of students and their interactions with music technology are
required to develop a deeper understanding in the education profession that allows for
Technology and Music Education 5
investments in music programs that have clear benefits for the building of teamwork and
creative skills that help students in all areas of their overall educational achievement.
1.1.1 Research Question
The research question being asked in this mixed methods study proposal is: How
can incorporating the use of technology into music education programs enhance student
learning from the perspectives of teachers and their students?
2 Chapter 2: Literature Review 2.1 Incorporating Technology into Music Education Programs
This literature review will consist of five main sections including article
summaries, a discussion of similarities and differing elements, a critique of the five
articles reviewed, a discussion of the implications of the research on music education and
recommendations for future research opportunities. The articles under review are five
academic papers examining the topic of technology use to enhance learning experiences
in adolescent music education covering a time span of seven years. Tables 1 through 5
presented in Appendix A, provide a succinct summary of the participants, methodologies,
timelines, locations and purposes of the research articles selected for review.
2.1.1 Article Summaries
The first article for review is by Dillon (2003) and presents an analysis and
discussion on a series of studies that were completed to examine how adolescent students
engaged in collaborative music composition tasks using a specific type of music
software. This was a qualitative research study that used interpretive methodology and
transcribing of video recordings for analysis. The sample size included forty-two
participants ranging in age from eleven to seventeen years and was selected from British
Technology and Music Education 6
secondary schools and community groups. The purpose of the study was to examine the
role of technology use and how it affected the ability of the students to engage in the
creative process of music composition and their ability to effectively incorporate positive
teamwork strategies.
The second article is a qualitative research study by Gall and Breeze (2007) and it
examines how music composition software could be used to enhance the creative learning
experience of music students in a British primary school setting. The data analyzed for
this paper was collected over six weeks and was taken from a larger primary research
study that ran from 2000 to 2004 in Britain and studied how the incorporation of
technology into curriculum design can enhance both student learning and teaching
experiences. The researchers used participant observation techniques to examine how
pairs of students collaborated while using a specific music composition software program
to compose a song with guidance from their music teachers. Specifically, the researchers
found that teacher-guided use of technology to create popular, original music enhanced
student learning experiences even for those students without extensive background
knowledge in music theory. Incorporating technology into music curricula may create
opportunities that enhance student engagement with fundamental music concepts while
enhancing their enjoyment in the music classroom.
The third article included in this literature review is a primary study that
examined the use of technology in music education finding that it increased student
motivation and allowed for greater exposure to a broad range of musical styles (Ho,
2007). Students involved in this mixed methods study described their positive
experiences with using technology when learning music composition. Findings illustrate
Technology and Music Education 7
use of technology in music education programs creates rich and creative learning
environments that allow for students to expand their knowledge beyond the confines of
their physical learning space.
The fourth article for review included in this review is by Nikolaidou (2010) and
it presents the findings from a primary study that used mixed-methods, experimental and
observational case-study analysis of students’ team-work strategies and interactions while
they used a computer-based music composition software program. Nikolaidou (2010)
used an exploratory mixed methods research design in which a qualitative study using
observation was first employed, followed by a quantitative analysis of variables (Gay,
Mills & Airasian, 2009). The study’s participants are Greek middle school aged students
from diverse backgrounds working in pairs to compose an original melody. The
researcher examined how effectively the use of a new socio-cultural educational model
was in measuring the nature of the collaborative strategies used by the students working
with technology to create original music compositions. Findings indicate that the model
was effective in measuring student collaboration during their interactions with the
software program and resulted in enhancing understanding of the use of technology in
middle school music education.
The fifth and final article included in this review is by Wise, Greenwood and
Davis (2011) and specifically addresses the perspective of the educator on the
incorporation of technology tools in their music education teaching practices. The
researchers surveyed and interviewed nine music educators from several New Zealand
secondary schools regarding their experiences with using music composition software in
their classrooms to engage their students in the creative process of composing original
Technology and Music Education 8
music. This primary study used a mixed methods approach with qualitative interviewing
techniques and analysis. While all of the music teachers reported positive experiences
with technology use, they specifically stated that the use of technology for music
composition projects should not replace the traditional motor skill interaction and social
benefits of students actually playing instruments and working together to create original
music.
2.1.2 Critiquing the Research
In their guide to critiquing qualitative research, Ryan, Coughlan and Cronin
(2007) discuss the importance of researchers establishing a theoretical foundation for
their study, which is well presented by both Gall and Breeze (2007) and Nikolaidou
(2010). Of the five articles, only Nikolaidou (2010) discusses ethical considerations for
conducting research on vulnerable populations. Of the five studies, only Wise,
Greenwood and Davis (2011) state any limitations of their research suggesting that their
research did not provide any evidence that using technology changed teaching or learning
practice in any significant manner. The researchers suggest that the use of music
composition software enhanced student learning but that the core curriculum foundations
of music theory and composition skills were taught in the same manner that they would
be without the use of the software tools they used.
The mixed methods research conducted by Nikolaidou (2010) is complex and the
article is extremely lengthy with long-winded passages that are difficult to navigate. The
use of tables and graphics is difficult to follow and the sample size of only eighteen
participants and location, Greece, indicate that the findings may not be generalizable to
larger populations outside of this geographic area (Coughlan, Cronin & Ryan, 2007). The
Technology and Music Education 9
validity of the instrument used to analyze the data in the Nikolaidou (2010) article is not
fully supported with the study’s results as it showed statistically significant results for
only a portion of the variables measured. While it could be argued that the Ho (2007)
study is limited in its generalizability because it was conducted in China where cultural
beliefs are very different from western societies, it is important to highlight that the
research included for review in this proposal is from cultures all around the world and
collective findings present an overall unified theme of the positive impact of technology
use in music education.
2.1.3 Research Synthesis
The over arching similarity among the articles includes the fact that all five focus
on collaborative creativity in music education supported by the use of technology. They
all review literature related to technology in the music classroom and confirm previous
findings supporting the use of technology in music education in the published research.
The five articles all include a component of qualitative analysis, using
observational and interview techniques to examine how the participants responded to
using technology to assist them in the creative process of music composition. Two of the
articles, Dillon (2003) and Gall and Breeze (2007), utilized the same music composition
software program as their instrument with the students they observed.
The research for three of the articles, Dillon (2003), Gall and Breeze (2007) and
Nikolaidou (2010) was conducted in Europe, and the main method of data collection
relies on participant observation techniques that occur with dyads of adolescent students
from diverse backgrounds. These three European publications used video recording to
examine the interplay of student collaboration based on the manner in which they
Technology and Music Education 10
communicated with each other and their use of two similar music composition software
programs. The other two studies, Ho (2007) and Wise, Greenwood and Davis (2011)
were conducted in China and New Zealand, and while they are dramatically different
geographic settings, the findings are ultimately the same as the European-based studies.
The obvious difference among the five papers is that Nikolaidou (2010), Ho
(2007) and Wise, Greenwood and Davis (2011) all use a mixed-methods approach and
include some quantitative statistical analytic techniques to further analyze the
observational findings gathered in the qualitative analysis portion of the studies. In
comparison, Dillon (2003) and Gall and Breeze (2007) use only qualitative methods.
Dillon’s (2003) article is also considerably shorter, and does not include specifics of the
participants, locations, and results. It also appears that Dillon’s article may be a research
note cut from a larger study or dissertation. Dillon (2003), Gall and Breeze (2007), Ho
(2007) and Wise, Greenwood and Davis (2011) do not include information on whether an
ethical committee or institutional review board approved their research, as is required
when vulnerable groups are being included in a study (Ryan, Coughlan & Cronin, 2007).
2.1.4 Implications for Music Education
The research highlights the need for music educators to maintain cultural
awareness when constructing lessons and learning environments that will involve the
collaborative use of technology in their teaching (Gall and Breeze, 2007). In order for
technology to be used effectively in the music classroom, consideration must be made for
students to work with peers who share common interests. It is also imperative that policy
makers and educational leadership make technology incorporation an essential area of
future planning for music education programs. This can be accomplished through
Technology and Music Education 11
advocating for equal availability of arts programs and proper ongoing teacher
development activities that allow educators to learn about new advances in music
technology programs and tools. Teachers must have access to training and use of
technology if they are to use it in their daily teaching practice.
As mentioned above, Wise, Greenwood and Davis (2011) highlight the need for
music educators to maintain an equal level of traditional, hands-on music instruction that
requires students to actually learn how to play instruments and interact socially in the
production of group performances.
The wide variety of geographic locations included in this review provides support
for the generalizability of the collective findings to other cultures such as settings based
in North America (Gay, Mills and Airasian, 2009). The findings from these five primary
studies could be applied to music education in British Columbia and local music
educators should be encouraged to embrace the use of technology to enhance learning
experiences, build collaboration and expand creativity in their classrooms.
2.1.5 Recommendations for Future Research
The authors suggest several recommendations for future research on the use of
technology in music education including examining how music teachers are changing
their practice to incorporate technological advances (Wise, Greenwood & Davis, 2011)
and the effectiveness of using technology for other areas of music instruction such as
software and web-based tools to teach music history (Gall & Breeze, 2007). Nikolaidou
(2010) suggests conducting studies with children younger than middle school age to
assess the effectiveness of using technology to assist with teaching the foundations of
music theory and composition while focusing on building relationships in the learning
Technology and Music Education 12
process.
3 Chapter 3: Methods 3.1 Mixed Methods
3.1.1 Study Design - Triangulation (QUAN-QUAL)
The proposed study will utilize the methodology of triangulation quantitative and
qualitative design to examine the use of technology in music education programs. This
methodology will allow the quantitative survey response data collected from the
participants to provide insight into the themes that emerge from the qualitative interview
data (Gay, Mills and Araisian, 2009). This type of mixed methods analysis will allow the
researchers to gain deeper insight into the study’s findings as they will be able to
compare themes from each type of data. The two types of data can be collected at the
same time following observations of students engaging with music technology software
programs or web-based methods to create an original music composition project in small
groups.
3.2 Sampling Plan
3.2.1 Sample Population & Sampling Strategies
The participants for the proposed study must live in the Vancouver area, speak
English and be enrolled in a public elementary, middle or high school. Noted qualitative
researcher, Janice Morse (2002) suggests that studies such as this one using semi-
structured interview techniques should aim to include between thirty and sixty
participants as they will interview only once and the resulting volume of data will be
manageable for analyzing themes. The participants will be selected using convenience
sampling in collaboration with the music primary music teacher and will be chosen from
Technology and Music Education 13
one music classroom that has the ability to accommodate the technology the students will
use for their composition projects (Gay, Mills & Airasian, 2009).
3.3 Procedures & Data Collection
3.3.1 Data Collection Strategies – Semi-Structured Interviews & Surveys
The study design will incorporate two phases of data collection. The first phase
will be quantitative data collection that will allow the student participants an opportunity
to respond to a survey questionnaire in an anonymous fashion that will provide them with
an opportunity to comfortably express their true feelings about their teamwork music
composition experience (Gay, Mills & Araisian, 2009). The second phase will be
qualitative face-to-face interviews that will allow the participants opportunities to express
their feelings directly to the researcher about the process of using technology-based tools
to work with a partner to create an original music composition project (Ryan, Coughlan
& Cronin, 2007).
The rationale for choosing a mixed methods approach is based on the researcher’s
desire to obtain a rich data pool that incorporates both researcher observations and
honest, anonymous feedback on the process from the participants. The survey data results
can help to clarify the researcher’s observations as well as make the results more
transferable to other populations as the responses will be anonymous and the participants
may be more willing to disclose their true feelings about their experience with technology
assisted music composition.
3.4 Data Analytic Plan
3.4.1 Quantitative and Qualitative Analysis
Technology and Music Education 14
Data analysis for the proposed mixed methods study will consist of two branches,
quantitative and qualitative. Gay, Mills and Araisian (2009) suggest the following two
procedures. Quantitative data collected for this research project will be analyzed for
themes, presented in tables and used to enhance the reliability of the qualitative interview
data collected from the participants. Qualitative data analysis will commence with
transcription of the raw, recorded interview data and will proceed with initial summaries
of the interview transcripts. The second analytical stage will be for the researcher to
examine the transcripts for common themes that may emerge in the participants’
responses. Once themes are identified, they will be grouped according to their similarities
and put into larger categories that will ultimately form a picture of the participants’
overall experiences working with a partner and using technology to create original music
compositions. Once all findings have been tabulated, the researcher will write an in depth
description of the participants’ experiences and make recommendations for teaching
practice, educational policy and curriculum development and future research directions.
3.5 Ethical Considerations
3.5.1 Informed Consent
As the proposed study requires working with a vulnerable population, many levels
of ethics approval must be obtained prior to the study’s commencement including
university, school board, parental and student consent. Each participant, their parent, their
teacher and the school district will be asked to sign a confidentiality agreement that will
outline specific efforts to ensure their privacy and confidentiality will be maintained at all
times (Gay, Mills & Airasian, 2009). Teachers and participants and parents will be
Technology and Music Education 15
advised of the goals of the proposed study and made aware that they are free to
discontinue their participation at any time.
3.6 Overcoming Challenges
3.6.1 Strategies to Ensure Generalizability of the Research Findings
As a novice researcher, efforts to maintain rigourous standards will be maintained
throughout the research process. The researcher will keep a detailed audit trail of all
decisions made during the study. Gay, Mills and Airasian (2009) suggest that the
researchers can use the technique of “triangulation” which ensures that more than one
form of data is collected and that each source is compared to help ensure that the data
provides the most accurate representation of the concept under study (pp. 377). The goal
of the researcher is to try to understand the concept under study from the participant’s
perspective. In an effort to decrease possible researcher bias, the researcher will endeavor
to build trust and use reflective techniques during the analysis phase, such as keeping a
journal of personal or process notes which will add to the credibility of the findings.
3.7 Significance & Implications of the Proposed Study
The significance of the study findings will reflect the experience of one group of
British Columbia students and their experiences with using teamwork to engage with
music composition technology tools in the creation of an original composition. While it is
recognized that findings from this proposed mixed methods study may not be
generalizable to other groups of students around the world from diverse cultural and
economic backgrounds, the findings will be applicable to policy and program
development on the benefits of using technology in music education settings in British
Columbia classrooms (Gay, Mills & Araisian, 2009). Implications of the proposed
Technology and Music Education 16
study’s findings include: avenues for development of curriculum changes in music
programs throughout the province to utilize more technology-based teaching strategies,
evidence to support the continuation of music education programs, support for the
funding and purchase of technology programs and equipment for music programs and
recognition that using technology in music education can have beneficial effects on
overall student achievement through the development of teamwork skills, proficiency
with using composition software and building creative capacity in the learning
environment.
Technology and Music Education 17
References
Charmaz, K. (2004). Premises, principles, and practices in qualitative research:
Revisiting the foundations. Qualitative Health Research, 14(7), 976-993. DOI:
10.1177/1049732304266795
Coughlan, M., Cronin, P. & Ryan, F. (2007). Step-by-step guide to critiquing research.
Part 1: Quantitative research. British Journal of Nursing, 16(12), 658-663.
Dillon, T. (2003). Collaborating and Creating on Music Technologies. International
Journal Of Educational Research, 39(8), 893-897. doi:10.1016/j.ijer.2004.11.011
Gall, M., & Breeze, N. (2008). Music and eJay: An Opportunity for Creative
Collaborations in the Classroom. International Journal Of Educational Research,
47(1), 27-40. doi: 10.1016/j.ijer.2007.11.008
Gay, L.R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for
analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Ho, W. (2007). Students' experiences with and preferences for using information
technology in music learning in Shanghai's secondary schools. British Journal of
Educational Technology, 38(4), 699-714. doi: 10.111 1/j. 1467-
8535.2006.00643.x
Morse, J. (2000). Determining sample size. Qualitative Health Research, 10(1), 3-5.
Nikolaidou, G. N. (2012). ComPLuS Model: A New Insight in Pupils' Collaborative
Talk, Actions and Balance during a Computer-Mediated Music Task. Computers
& Education, 58(2), 740-765. doi: 10.1016/j.compedu.2011.09.027
Ryan, F., Coughlan, M. & Cronin, P. (2007). Step-by-step guide to critiquing
research. Part 2: Qualitative research. British Journal of Nursing, 16(12), 738-
Technology and Music Education 18
744.
Sandelowski, M. & Barroso, J. (2003). Writing the proposal for a qualitative
methodology project. Qualitative Health Research, 1, 781-820.
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. doi:10.1017/S0265051711000039
Technology and Music Education 19
Appendices
Appendix A
A.1 Literature Review Article Summary Tables
Table 1 Article #1 Overview Summary-Dillon (2003) Who? Participants: 42 students from UK secondary schools
aged 11-17
Researchers: Dillon (research paper likely cut from a Ph.D. dissertation)
What? • A series of studies to examine the nature of dialogue during collaborations on open-ended music tasks
• Video recordings were transcribed and analyzed using qualitative, interpretive techniques
When? • Article was published in 2003 • The author does not state when the research
was conducted Where? • Several UK secondary schools
• The author does not give more specifics Why? • To examine the nature of dialogue between
pairs of students during collaborations on music composition tasks
Table 2
Article #2 Overview Summary-Gall & Breeze (2007) Who? Participants: 12 students aged 10 and 11 from a UK
primary school
Researchers: Gall & Breeze, University of Bristol, UK
What? • Observation of interactions between pairs of students as they use a software program to collaboratively compose a piece of music
• Qualitative participant observation methodology
Technology and Music Education 20
When? • Research was part of the InterActive Education research project funded between December 2000 until August 2004
Where? • Primary School in Bristol, UK Why? • To examine the ways in which new
technologies can be used to support the development of composition and team-work skills of children aged 10 and 11
Table 3
Article #3 Overview Summary-Ho (2007) Who? Participants: Survey of 820 boys and 921 girls aged
11-16 yrs
23 boys and 45 girls were interviewed
Researchers: Ho, associate professor in the Department of Music, Hong Kong Baptist University
What? • A mixed method (QUAL/QUAN) study using a questionnaire and semi-structured interviews
When? • Questionnaire data collected from April-June 2004
• Interviews conducted July-August, 2004 Where? • 15 schools in Shanghai City, China Why? • This study examined the use of technology in
music education finding that it increased student motivation and allowed for greater exposure to a broad range of musical styles
• Students involved in this mixed methods study described their positive experiences with using technology when learning music
• Findings illustrate use of technology in music education programs creates rich and creative learning environments that allow for students to expand their knowledge beyond the confines of their physical learning space
Table 4
Article #4 Overview Summary-Nikolaidou (2010) Who? Participants: A group of eighteen 11 year olds in
same or mixed-gender pairs
Technology and Music Education 21
Researchers: Nikolaidou, researcher and director of Primary Education, Thessaloniki, Greece
What? • A mixed (qualitative and quantitative) analysis using both participant observation techniques and statistical analysis
When? • Author does not state when the research was conducted but study uses software from the year 2009
Where? • Three middle schools with different catchment areas in Thessaloniki, Greece
Why? • To evaluate the potential and effectiveness of a socio-cultural educational model to effectively describe and analyze the collaborative interactions that emerge during technology assisted music composition
Table 5
Article #5 Overview Summary-Wise, Greenwood & Davis (2011) Who? Participants: Nine secondary school teachers
Researchers: Wise, Greenwood & Davis, University of Canterbury, Christchurch, New Zealand
What? • Mixed-methods approach including questionnaires and follow-up semi-structured interviews
When? • Authors do not state when the research was conducted
• Article published 2011 Where? • Four New Zealand Secondary Schools Why? • Findings reveal the positive perceptions of nine
music teachers in four New Zealand secondary schools and their use of technology to teach traditional music composition curriculum
• All nine teachers stated that their students responded positively to using technology and that they agreed it is necessary for music educators to incorporate technology into their teaching practice