Technology in South Georgia Schools;Highlighting Electronic Portfolios

Georgia Music Educators Assocition 2005 1

Technology in SouthGeorgia Schools;

Highlighting ElectronicPortfolios

Richard Repp, Ph.DGeorgia Southern University

James NussDublin Middle School

Alucia WaltonDivine Essence Music Ministries

Overview

• Introduction to Electronic Portfolios• Presentation by Educators• Conclusions on Portfolios from Dr. Repp• Research Report on Profiles of Rural K-12

Music Educators Using Technology• Questions (or ask during presentations)

Need

• Widespread Use of Electronic Portfolios inOther States

• Pilot Test for Future GSU Undergraduates

Philosophy

• MUSC 7531 Advanced Electronic/DigitalMusic

• Students New to Me• Meaningful Project for Adults About to

Receive Masters Degrees• Develop a Project that Reflects Actual

Career Goals

Procedures

• Self-Assessment at Beginning of Class• Proposal• Classes on Software/Hardware• Checklist Week 10• Presentation to Faculty Members as Final

Grade

Components

• Vita/Resume in Printable Format• Electronic Media Reflecting

Accomplishments– Web Page– Compact Disk– CD-ROM– DVD

• Cases for Appropriate Electronic Media

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Georgia Music Educators Assocition 2005 2

Software/Hardware

• Microsoft Word• Adobe Photoshop• Digital Performer• Finale• iTunes• iDVD• Toast• Recording Hardware• Converting Video to DVD

James NussPPT

CD-ROM

Alucia Walton

CD-ROMDVD

Sheila McKee

Evaluation

• Journals and Student Input• Final Exam Questions• Presentation to Faculty

Conclusions

• Well Received• Computer Phobia Diminished• More Time Consuming than Expected

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Georgia Music Educators Assocition 2005 3

Challenges

• Typos and Mistakes Evident• Microsoft Word Problems• DVD Production Very Time-Consuming• Video and Audio Only as Good as Originals• Graphics Work Challenging

Profiles of Rural K-12 MusicEducators Using Technology

Overview

• Outreach to Area High Schools• Planning• Visits• Follow-ups

Where in the World is I-16?

Planning

• Service Grant from Georgia SouthernUniversity

• Need– No TI:ME in the area (yet!)– Collect Information– Promote Technology– Outreach for University

Objectives• Demonstrate common uses of technology to high

school teachers and students by bringing someportable technology used at the University intolocal high schools

• Provide specific information to schools onsuccessful high school music technology coursesin other areas of the country

• Provide profiles of teachers who successfullyincorporate technology the high school musicsetting

• Provide information on specific funding sourcesfor music technology

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Georgia Music Educators Assocition 2005 4

Data Collection

• Informal Observation• Survey Mechanism (Reese and Rimmington,

2000)• Follow up visits, calls, and emails

Choice of Participants

• Not random• Suggestions from faculty• N=13• Results may not be generalizable• “Luddites” may not have responded

Participants

Houston County HighCharter Conservatory,StatesboroBrookwood High, AtlantaGeorgia SouthernUniversity

Bradwell Institute,HinesvilleSouth Effingham HighEffingham County HighSavannah Arts AcademyVidalia HighWest Laurens High,Dublin

Procedures

• Initial letter of interest– Poor response

• Phone calls– Better response– 3 schools substituted

• 10 completed all aspects

Visits

• Meeting with faculty ….• Presentation to students …

Faculty Meetings

• Presented 2 texts• Technology Strategies for Music Education,

ISBN: 0-634-04592-X distributed by HalLeonard Publishing.

– Finding Funds for Music Technology, by TomRudolph

• Asked teachers to submit proposal fortechnology increases

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Georgia Music Educators Assocition 2005 5

Student Presentation

• 30 minute PowerPoint with computer audio• Discussed uses of computers in music

– Notation– Sequencing– Recording– Multimedia– Networks

• Demo college student projects

Profiles

• Go to slide show• http://www-camil.music.uiuc.edu/mtt/default.htm• The Effect of a Multimedia Web site for On-line

Professional Development on Practicing MusicEducators. (Reese, Repp, Burrack, and Meltzer).Journal of Technology and Music Learning, 1 (2).Fall/Winter 2002, pp. 24-37.

Follow-up

• Phone, email, or visit• Have you applied for funds?• Have you increased technology use?• Are students more interested?

Findings

• Unsuccessful in inspiring teachers to applyfor funds

• Successful in inspiring teachers to increasetechnology use

• Presentation well received by students• Specifics …

Facilities

• Non-music technology facilities good• Music labs are rare• Very little Macintosh presence

Faculty

• Faculty interested in increasing knowledge(100%)

• Confident of skill and training• 100% used computer as part of teaching

(mostly administrative, depending onfacilities)

• 70% have Web pages

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Georgia Music Educators Assocition 2005 6

Students

• 50% Use computers for some music class• Varies by facility• 100% have Internet Access• Finale/Note pad only consistently used

music software• PowerPoint, Word, Excel, Web

Hurdles

• Funding• Time limited• Space limited

¬ReferencesOhlenbusch, G. (2001). A Study of the Use of Technology Applications by Texas Music Educators and the Relevance to Undergraduate Music

Education Curriculum. Doctoral Dissertation, Shenandoah Conservatory, 2001.

Reese, Repp, Burrack, and Meltzer. The Effect of a Multimedia Web site for On-line Professional Development on Practicing Music Educators. Journal of

Technology and Music Learning, 1 (2). Fall/Winter 2002, pp. 24-37.

Reese, S. & Rimington, J. (2000). Music Technology in Illinois Public Schools. Update: Applications of Research in Music Education, 18 (2), 27-32.

Rudolph, T., Richmond, F., Mash, D. and Williams, D. (1997). Technology Strategies for Music Education, Wyncote, PA: Hal Leonard Publishing.

Rudolph, T., (1999). Finding Funds for Music Technology: Strategies forGetting Your Music Program into the 21st Century. New York: SoundTree.