ETEC 500 Research Proposal

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.


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-


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Sandelowski, M. & Barroso, J. (2003). Writing the proposal for a qualitative

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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


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


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


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

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