Dissertation on "Technology Use to Increase Student Achievement"

Dissertation 34 pages (10313 words) Sources: 0 Style: APA

[EXCERPT] . . . .

In August 2011, research was performed by the Department of Education to evaluate the use of technology in Florida schools (Florida Department of Education, 2011). The Department of Education's research provides data to address how technology is integrated into curricula. The report states that technology integration "which entails the teachers and students seamless use of technology as a tool to accomplish a given task in a disciplined study that promotes higher-order thinking skills" is important (FDOE, 2011, p. 10). The survey results demonstrate that 10% of teachers are actually integrating instructional technology (IT) at a knowledgeable level; 20% of teachers are integrating IT at the middle level (intermediate); and more than half of the teachers are at the adoption and/or entry levels of implementation of technology (FDOE, 2011). Furthermore, there are a number of technology initiatives that will begin implementation of IT, and thus provide further evidence of the increase in Florida's students' future success through technology integration. It is the role of the Florida Office of Technology and Innovation to ensure that every student has access to digital technologies with significant opportunity to obtain the skills necessary to become full participants in the civic, economic, and educational life of the community (FDOE, 2011).

The research problem.

McManis and Gunnewig (2012) stated that many educators and teachers do not effectively integrate technology into music instruction. This lack of proper training for the educators decreases levels of student engagement, productivity, and creativity in elementary and secondary music classrooms. Jacobs (2010) further asserts that students struggle to meet minimum levels of achievement on mandated and standardized tests; because of this, many of the course requirements for graduation are not completed. Due to increasing challenges, teachers may not always integrate ARS technology into music instruction correctly. This is likely because the teachers have not had the proper professional development and/or training to use the ARS technology in a manner that will ensure that students are meeting the standards for achievement in high-stakes testing (Casey, 2007).

A research study was done by the Technology in Education Study revealed that among challenges for investing in information and communications technologies (ICT) is the lack of support given from the school base (Rutowski, Rutkowski & Sparks, 2012). Brock (2009) found that schools need to integrate technology into instructional processes, planning, and professional development, and that professional training should be provided to instructional teachers.

Furthermore, it was asserted that many teachers still avoid and/or lack access to professional development in music technology. The evidence addressing how to provide an enriched experience in the classroom using different technological systems has been limited for years because of the lack of professional training resources (Brock, 2009). According to McKeachie and Svinicki (2011) evidence for improvement via integrating technology to enhance teaching in the arts programs has been scarce in schools.

Therefore, the development of understanding concerning how to support students' problem solving via classroom-based technology has been restricted because of the limited availability of resources in schools and the lack of appropriate teacher-training, not to mention limited availability of expensive advanced equipment (McKeachie & Svinicki, 2011).

The purpose of this research study on integrating technology is to determine whether the integration of ARS technology in music instruction will increase music achievement in grades 6-8. Jacobs (2010) has shown that present-day teachers do not possess adequate training to instruct students effectively using technology. With the increased availability of technology programs in the music curriculum, and with the ease of access to electronic multimedia information, new challenges are arising in all areas. These include data management, retrieval, synchronization, and transportation of large volumes of media-generated data (Syed, 2011).

In the state of Florida, the primary purpose of the Enhancing Education through Technology (EET) initiative is to improve student academic achievement via integration of technology into elementary and secondary school classrooms (Florida Department of Education, 2009). The program is also intended to assist all students in crossing the digital divide, through ensuring every student is technologically literate by the time he or she finishes the eighth grade (Gyberg & Hallstrom, 2011). In support of those key purposes, the EET program encourages the effective integration of instructional learning tools and systems with training and curriculum development at the classroom level (FDOE, 2009). Included with the technology initiative will be four major components: the instructor, the students, technology tools, and course content (McKeachie & Svinicki, 2011). This research is important to address the delivery of instruction in the music classroom, and should provide professional development information, as well as data concerning the correct applications for the use of ARS in the K-12 public school setting.

The Florida Department of Education (2013) continues to support classrooms that provide innovation, technology, and creativity via incorporation of 21st century principals of technology -- this is part of the New Goals Sunshine State Standards (NGSSS) for music achievement. Those standards that are associated with music technology relate to the expectation that educators be deliberate in their delivery of instructional lessons; these instructors should include more creativity in lesson plans, audio response systems, and strive to meet technology standards (FDOE, 2013). This research addresses technology issues -- problems being that technology is not always available; as well, when available, it has not always been properly used in many of the nations classrooms. It is reported that 52% of the classrooms in our nation will not incorporate the social media, music technology, or other networking tools as a part of the learning experience (Finley, 2011). Additionally, there are many challenges to incorporation of instructional technology into more classrooms. Some of these include attitudes of teachers, teachers' level of knowledge about such IT and how to use it as an educational tool, and the skills and beliefs of teachers with respect to technology (Etrtmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012).

Furthermore, there is a problem with student achievement on the Volusia County Music Assessment 5th grade test, which covers an array of music components. This includes: division of beats, Italian tempo names, identifying different styles of music, naming the family of instruments, and listening to beats to match the rhythms (Volusia County Schools, 2013). In order to increase the achievement levels between the pre- and the post-test periods for the Volusia County district music assessment test, technology could improve the educational activities. For example, it could make learning activities much better with visual activities, more colorful drill and practice examples, video resources, and creative music assignments (Creswell, 2011). Music technology can be used in many different ways in the 21st century. These include composing songs, publishing original songs, and performances. With the newest downloads from the internet there are also certain technologies that could transform the approach that teachers use in preparing for the classroom (Milner, 2012). The problem of music achievement in Florida classrooms could be improved in terms of district assessments, participation in the Florida solo and ensemble festivals, and other formative assessments.

Deficiencies in the evidence.

Referring to technology development and planning, Schnotz (2008) stated that although the level of technology is important in practice, basing education solely on 'new innovations' is not an effective way to prepare teachers for usage of technology in their classrooms. Additionally, high-quality training, if used in isolation, is not sufficient to lead to full-scale technology implementation especially in the educational setting (Hohlfeld, Ritzhaupt, & Barron, 2011). For technology integration to occur, teachers need to do more than simply learn about a new tool (Glazer, Hannafin, & Song, 2008). Integrating technology into music lessons can be ineffective if it is not properly used in classroom instruction, and may even generate unsatisfactory feedback in the classroom (McKeachie & Svinicki, 2011).

In previous research, the Florida Department of Education (2013) concluded that in the 21st century, music educators still struggle to be creative in order to improve learning. In particular, when integrating technology literacy, educators and administrators do not always properly select appropriate technology to manage, integrate, and evaluate the use of such technology. As well, it appears that they do not utilize problem solving techniques effectively to build on test taking and performance skills.

Audience

According to Burns (2008), middle school students are growing up with the use of technology devices. Therefore, music technology can enhance and improve lessons in music appreciation, music writing, and preparing for music assessment tests. This quantitative research will help educators further understand the purpose of integrating technology that is purposeful into the music classroom. According to the Florida Digital Educators (2011), integrating technology into the classroom is going to ensure that educators seamlessly use technology as a tool to accomplish tasks through higher order thinking skills within a disciplined study. The most significant thing about the use of IT is that individuals can use these technological tools in varied ways. These include increased productivity, promotion of creativity and collaboration, provision of music simulations for lessons and virtual music lessons, as well as providing probes and graphing approaches to increase student achievement (FDOE, 2013). Chapter 2: Literature Review… READ MORE

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