survey+analysis

April Rando “A Survey of the Use of Technology in General Music Classrooms in the Syracuse City School District” Many schools are taking advantage of technology to enhance teaching and learning in the classroom. A survey was done to assess how well technology was being used in general music classrooms throughout the Syracuse City School District. The school district currently employs 48 music teachers, many of whom teach both instrumental music and general music classes. Forty-six percent of the teachers (n=22) from all quadrants of the city responded to the survey. Most of the respondents teach in either an all-elementary school or in a K-8 building which includes middle school. Only three high schools (Nottingham, Fowler, and Corcoran) were represented in this survey. ** __ Access to Computer Labs __ ** Every school in the district has a computer lab that teachers may use. Teachers must reserve the room and share it with the rest of the school. Sixty-three percent of the general music teachers said that can have access to the lab, however, 36% stated that they do not have access for the following reasons: · The lab is used only for testing programs such as Acuity and Dibels. · The lab is used only for the “Fast Forward” reading program. · The classroom teachers have primary access to the lab. They are usually assigned a time, especially for reading and testing programs, which means that music teachers are usually not able to reserve a time. · The computers do not have any music software installed. If music teachers want to use an interactive music activity, the teacher must get permission to have that software installed. · The building is currently being renovated temporarily relocating or closing the lab. · The computer lab is not in a convenient location. This is a concern for teachers who have unusually large numbers of students and limited time to teach. · There is not enough time to teach computer skills let alone the curriculum. As one teacher stated,” (The) amount of time scheduled for general music class (10 weeks, every other day) is not sufficient to teach even basic curriculum in the classroom, let alone dealing with teaching students how to properly use the computer lab, travel through the halls, behavior issues because of change of routine, etc.” ** __ SmartBoard Utilization __ ** All buildings in the district have at least one SmartBoard (also known as an interactive whiteboard) that teachers may use. Again, however, general music teachers had difficulty or were denied access to this technology. Almost 96% of all general music teachers stated that they had never used an interactive whiteboard. The following reasons were given for not using a SmartBoard: · Due to the limited number of SmartBoards in the building, only classroom teachers were allowed to use them. One teacher commented that since only the classroom teachers are allowed to use them, the SmartBoards usually sit unused. (This begs another question: Have classroom teachers been sufficiently trained to use this technology?) · Teachers prefer not to use them. ** __ Incorporating Technology in the Classroom __ ** A little over half of all general music teachers (55%) believed that incorporating technology in the music lessons was very important; 41% believed that using technology could be useful, but it was not necessary for achieving objectives; and 4% did not believe that it was necessary to include technology in the music classroom. The final response could be based on the fact that general music is a performance-based class with students singing or performing on instruments. Most teachers, however, incorporate some aspect of technology in their lessons, but 18% responded that they have never used technology in the classroom. This question will be revisited since it was vague in the original survey. Technology could mean many different things to teachers based on their level of experience and tools available. ** __Training and Experience Using Technology__ ** Most teachers have had experience using computers and other forms of technology. Fifty percent stated that they had had some experience and/or training using interactive and multimedia technologies, 31% had vast experience and/or extensive training, however 18% stated they had no experience and/ or training with these types of technologies. This may explain why a group of teachers do not incorporate technology in their music classes. The following is a description of the types of training and experience teachers have had using technology: · Teachers have had some workshops and professional development sessions provided by the school district. The district provided two-day workshops that featured SmartBoard, however, teachers were not given an opportunity to practice using it. Without hands-on experience, many teachers forgot how to use it. · Teachers are currently taking or have taken technology courses in college. · Teachers have had experience using various types of software and technology including: Smart Music, Garage Band, Nero, Microsoft Office programs, iPad, laptop and projector, electronic keyboards, music notation software (Finale, Sibelius), Band in a Box, Audacity, Webquests, iMovie and other creative multimedia projects (movie making, recording/ editing, website creation). Although the majority of music teachers have had experience and some level of training using technology, the lack of easy access to technology and software limits what they can actually do in their lessons. Teachers were asked what types of projects and activities they would create if they access to these tools. Here are their responses and ideas for using technology to make lessons more interesting for their students: · Composing, arranging, and editing music using Finale and Sibelius · Interactive music theory and history lessons using a SmartBoard and websites; create a music scavenger hunt using the internet · Video and movie making with music · Podcasting · Multimedia power point presentations · Recording performances and improvisation activities, creating music loops using Garage Band, recording music using multiple tracks, critique student performances · Use the internet for research · Create a listening center · Create a music website · Coordinate technology with recently updated music textbooks · Create a radio station · Train students on how to set up a sound system · Use the internet to inform students about the music industry ** __Recommendations for Improving Access to Technology__ ** Although the Syracuse City School District has made an effort to improve students’ and teachers’ access to technology by building computer labs and giving classroom teachers more computers to use, the general music teachers are generally excluded from using technology in their classroom. Most general music teachers see the need for technology as a means for improving instruction and engaging students. The following are recommendations for improving access to technology based on the results of the survey and teachers’ comments: · The district administration must have a policy that states clearly that every teacher has equal and fair access to technology in their building. The current policy allows principals to determine who has access based on testing schedules and subject matter. Music is not a priority despite the fact that it is recognized as an academic subject under No Child Left Behind guidelines. · Make it easier for teachers to access the internet. · Provide laptops to every teacher in the district and computers for every classroom including music. Create a computer lab designed specifically for music teachers that has electronic keyboards, music notation software and other interactive programs installed in the computers. · Provide better access to a SmartBoard or another type of projector that can be linked up with a computer. · Provide better sound systems (speakers, sound boards, microphones) for the classroom and auditorium. · Provide something as basic as a classroom for all music teachers. Many teachers use spaces that are not designed for teaching. · Schedule more classroom time with students so that teachers can incorporate more project-based activities into the curriculum. · Provide music teachers with access to a digital recorder, for example, any product by Tascam. · Provide ongoing professional development in technology with an emphasis on music technology and its application in the general music classroom. ** __Summary__ ** The results of this survey indicate that general music teachers want to incorporate more technology into the curriculum. There are some teachers, however, who will need additional support and encouragement to use technology in their classes. Although computers may be available to all teachers regardless of their subject matter, the reality is that that there are not enough resources, computers, and time to allow equal access to technology. The current budget and the future of school funding do not look very promising. As budgets continue shrink, more programs will be cut in an effort to save money. If history is any indication of what may happen in the future, then music teachers should not expect that their program will be fully funded, but instead will need to seek out other sources of funding through grants and fundraising activities.