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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

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Table of Contents 1 Chapter: 1 Background & Problem Statement .........................................3

1.1

Music Education and Technology........................................................................................ 3

Research Question ............................................................................................................. 5

1.1.1

2 Chapter: 2 Literature Review ......................................................................5

2.1

Incorporating Technology into Traditional Music Education Programs ........................ 5

Article Summaries ............................................................................................................. 5 Critiquing the Research ..................................................................................................... 8 Research Synthesis ............................................................................................................ 9 Implications for Music Education ................................................................................... 10 Recommendations for Future Research ........................................................................... 11

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5

3 Chapter: 3 Methods ....................................................................................12

3.1

Mixed Methods ..................................................................................................................... 12

Study Design.................................................................................................................... 12

3.1.1 3.2

Sampling Plan ....................................................................................................................... 12

Sample Population & Sampling Strategies ...................................................................... 12

3.2.1 3.3

Procedures & Data Collection ............................................................................................ 13

Data Collection Strategies-Semi-Structured Interviews & Surveys ................................ 13

3.3.1 3.4

Data Analytic Plan ............................................................................................................... 13

Quantitative & Qualitative Analysis................................................................................ 13

3.4.1 3.5

Ethical Considerations ......................................................................................................... 14

Informed Consent ............................................................................................................ 14

3.5.1 3.6

Overcoming Challenges ...................................................................................................... 15

Strategies to Ensure Generalizability of the Research Findings...................................... 15

3.6.1 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

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1
1.1

Chapter 1: Background & Problem Statement

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 educators 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 6* 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 wellrounded 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 postsecondary 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 7* 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 8* 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 9* 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 studys 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* :* 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* ;* validity of the instrument used to analyze the data in the Nikolaidou (2010) article is not fully supported with the studys 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 3<* 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. Dillons (2003) article is also considerably shorter, and does not include specifics of the participants, locations, and results. It also appears that Dillons 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 33* 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

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3 Chapter 3: Methods
3.1 3.1.1 Mixed Methods 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 studys 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 3.2.1 Sampling Plan 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 semistructured 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 35* 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 3.3.1 Procedures & Data Collection 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 researchers 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 researchers 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 3.4.1 Data Analytic Plan Quantitative and Qualitative Analysis

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 36* 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 3.5.1 Ethical Considerations Informed Consent As the proposed study requires working with a vulnerable population, many levels of ethics approval must be obtained prior to the studys 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 37* advised of the goals of the proposed study and made aware that they are free to discontinue their participation at any time. 3.6 3.6.1 Overcoming Challenges 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 participants 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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 38* studys 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.

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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. 14678535.2006.00643.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-

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 3:* 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), 117134. doi:10.1017/S0265051711000039

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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 Article was published in 2003 The author does not state when the research was conducted Several UK secondary schools The author does not give more specifics To examine the nature of dialogue between pairs of students during collaborations on music composition tasks

When?

Where? Why?

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

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 4<* When? Where? Why? Research was part of the InterActive Education research project funded between December 2000 until August 2004 Primary School in Bristol, UK 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? When? A mixed method (QUAL/QUAN) study using a questionnaire and semi-structured interviews Questionnaire data collected from April-June 2004 Interviews conducted July-August, 2004 15 schools in Shanghai City, China 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

Where? Why?

Table 4 Article #4 Overview Summary-Nikolaidou (2010) Who? Participants: A group of eighteen 11 year olds in same or mixed-gender pairs

!"#$%&'&()*+%,*-./0#*1,.#+20&%* 43* Researchers: Nikolaidou, researcher and director of Primary Education, Thessaloniki, Greece What? When? Where? Why? A mixed (qualitative and quantitative) analysis using both participant observation techniques and statistical analysis Author does not state when the research was conducted but study uses software from the year 2009 Three middle schools with different catchment areas in Thessaloniki, Greece 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? When? Mixed-methods approach including questionnaires and follow-up semi-structured interviews Authors do not state when the research was conducted Article published 2011 Four New Zealand Secondary Schools 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

Where? Why?