Motivational Effects of Technology in Music Education - Essay Example

Motivational Effects of Technology in Music Education Brief of Area of Investigation Technology has impacted the world in many ways both positive and negative. The truth is that that technology has changed the modern world greatly considering its dominating elements such as the internet and other multimedia tools1. The music industry has also been affected by the rapid evolution of technology and its subsequent outcomes2. Technology has affected the whole music process from production to marketing. This reflects the integral role that has been assumed by technology in the music world demanding realignment in the industry. Following the observation that the whole music industry is entrenched in technology, it is the high time that music tutors embraced its force in the classroom3. One of the main issues facing music education is the technological gap between the teachers and the real world4. This is because most of the teachers are from another generation of learning and hence they did not acquire technological skills and knowledge in their training5. In order to avoid this problem, music teachers and curriculum developers should integrate technology in their learning activities67. It is important to note that in this context technology is a purveyor of many benefits which have virtually transformed the music world. Therefore, technology inclusion in the school system is not an imposition but rather a necessity8. Technology in music education has many benefits ranging from ease of study accruing from repetitive teaching tasks by computers to unlimited availability and accessibility of learning materials. Music as a subject is not very popular as compared to other disciplines such as engineering. There have been attempts by some countries to reform their music curriculum in a bid to appeal to more students9. For instance, Scotland has implemented major reforms in its music schools including establishing technologically-enhanced music rooms for their schools10. Technology seems to be the only solution to a seemingly unviable field of study11. Integrating technology in a formal learning setting is bound to affect the involved parties in various ways12. The effects of technology in education have already been studied in other curriculum1314. The effects of technology in education include increased motivation and participation for the disengaged students, high interest in technologically-based tasks and improved performances for voluntary users15. The music curriculum has not been spared by this evolution and researchers have reported various effects including increased interest in technologically-tailored music courses16. Other findings include increased motivation and enthusiasm by music students, high performance in technologically-enhanced music tasks and teacher motivation due to ease of work1718. Motivation refers to the drive that enhances a student’s participation in the academic setting. Various educationists consider motivation to be the key element in student achievement. The motivational benefits of technology have played a great role in ensuring its place in school curriculums19. Despite the euphoric impression presented by these benefits, technology has also presented some challenges in music education20. Teachers have reported that technology has diminished student confidence in skill-based tasks such as music presentation2122. Technology demands various skills to ensure ease of use, these skills are not universal and in music learning they present a barrier to both the teachers and the students23. Research has shown that skill inadequacy can erode the confidence and self esteem of a person greatly24. This can in turn affect the motivation aspect of technology in music education. This study wishes to analyses the positive and negative effect ts of technology in terms of motivation in music learning. Research Questions A lot of research has been conducted on the general effects of technology in education and also in music education; however, the motivational perspective has not been properly scrutinized25. This research aims to evaluate the motivational effects of technology on both music teachers and students. The significance of this research is to portray technology as a powerful tool in student performance. The student research will focus on two paradigms which are: Behavioral motivation-refers to class attendance Intellectual motivation-refers to knowledge acquisition and comprehension 1) How does technology affect the interest of students in music learning? (Behavioral and intellectual motivation) 2) How does technology affect the participation of students in music learning? (Behavioral and intellectual motivation) 3) How does technology improve the motivation of teachers in music education? Methodology This research will be based on the qualitative methodology. The research will involve identifying a vast number of students and teachers for data collection. This is because due to various resource constraints, it is not possible to conduct experimental research on the given issues26. This research will collect views from a variety of sources; that is both primary and secondary sources. They include: music teachers and students from various education levels starting from primary up to and including university, learning institutions administrators, educationists and other scholars. Surveys Survey research involves gathering data from various information sources by employing various data collection methods. In this research, we will use the various data collection methods for surveys27. Interviews We will conduct both personal and telephone or Skype interviews. We will conduct random interviews on various music students and teachers from various educational levels starting from primary school up to and including university level. Student interviews will mostly be conducted on a personal basis. Personal interviews will involve direct interaction with the interviewees in order to acquire firsthand opinions and views regarding these issues28. Telephone or Skype interviews will be conducted on respondents who cannot be reached physically due to geographical distances or because of appointment hindrances29. Telephone interviews will be used for chosen individuals moistly music teachers, scholars and administrators30. This research will involve the use of both structured and unstructured interviews. Structured interviews will contain prepared questions to guide the interviewer in the interview31. Unstructured interviews will also be conducted and these lack prepared questions but the interviewer will be guided by the respondent in information gathering32. Questionnaires Questionnaires will also be used in this research design and these will offer an easy data collection method33. Questionnaires will be availed using assorted methods to diverse participants as mentioned above. Questionnaires will also be of two types namely; mail surveys and household drop-offs34. Mail surveys will involve sending questionnaires in mail to recipients while household drop-offs will involve physical delivery of questionnaires to participants35. Questionnaires will be designed in two formats which are; open ended and close ended questionnaires. Open ended questionnaires will have stated response choices while close ended questionnaires will only have the questions36. Focus groups In order to acquire collective views regarding the issue, focus groups will also be used. The researcher will compose three focus groups of ten college level music students. Similar focus groups will be composed in the secondary level but there won’t be any focus groups for the lower levels. This method will involve group discussions regarding the research questions in order to understand the beliefs and experiences of participants on the issue37. Focus groups will offer the researcher a chance to probe the research issue deeply generating in-depth responses and insights. Archival research method This refers to obtaining research information from secondary data sources38. Data will be collected from a wide range of up-to-date and relevant books published by credible authors. Other sources of secondary data that will be used include; journals, case studies, historical manuscripts and other relevant documents39. Online sources such as eBooks and electronic sources will also be used as a source of stored written data. Because of the advent of technological research tools especially the internet, this method save a lot of resources in terms of time and money40. Observation or Field research design Observation will also be used in this research; it will be used to study the natural occurrences of these issues41. This will involve travelling to and operating in music classes with the proper authorization to assess the interest levels and participation levels of the music students with and without technological tools. However, because of time and money limitations and considering the geographical distance to be covered to reach some music schools, this option will only be implemented partially. Preferred research design: Triangulation After reviewing the above research designs, the most appropriate approach for this research is triangulation. Triangulation involves combining two or more research designs to achieve optimal research results42. This research will combine surveys, archival research and observation to ensure that the two research designs complement each other effectively. The data obtained will then be analysed using various methods. The written data will be compared and contrasted then statistically analysed. Verbal data will undergo discourse and thematic analysis in order to get an unbiased understanding regarding the research issues. Ethical Dimension of the Research This research will involve interviewing children below the age of eighteen years; this means that the researcher must consult an adult who has rights, duties, powers, responsibilities, and authority of a parent or legal guardian43. This clause demands that the researcher must seek the head teacher’s permission to conduct these interviews. Although this research is not sensitive, it is mandatory to follow the set ethical guidelines in its implementation. Another ethical guideline that must be strictly observed is confidentiality. In this research, if the participant discloses any confidential information and the researcher agrees to keep it confidential, this agreement must be honored and the information should always be kept private44. Researchers should note that confidentiality should be exercised when conducting interviews. The researcher should also avoid issues of deception when dealing with participants45. The researcher should state all the facts regarding the research truthfully. This means that the researcher should not deceive the participants except in cases where the researcher’s life is in danger. Finally, in this research the researcher will give potential participants information necessary to enable them to make informed choices on the issues being discussed46. This will mainly affect interviewees and focus group members. Annotated Bibliography BOROTA, BOGDANA., "Motivation and learning results in music education related to blended learning." Metodički obzori 6, no. 12 [pdf], (2011): 49-61. http://hrcak.srce.hr/file/106126, accessed 18 July 2014. This is a report on a research conducted on music students in the third grade of primary school to assess the combined effects of implementing an interactive computerized environment, Musical Image, Rhythm on the classical didactic materials used in class learning. The author describes the combined learning model as a blended learning environment and uses the research findings to evaluate the model’s effects on student motivation and performance. Bolota begins by acknowledging the challenges faced by teachers in implementing blended environments and then proceeds to describe the features of the implemented computerized environment, Musical Image, Rhythm. Details of the research include: motivation was monitored under to three factors namely; interest, attractiveness and difficulty of learning. The research used an action research experimental methodology and it focused on twenty learning situations while maintaining a control group, which did not use computers, for result analysis. The researchers also considered individual preferences in music and computers respectively inn the participants. The research findings indicate that students included in blended learning environments achieved significantly higher results in all the tested factors than the control group. This confirmed the research hypothesis that a computerized learning environment impacted students’ results positively in rhythmic knowledge and skills. This report is important to my research topic because it delves directly into my area of interest. My main research focus is the motivational effect of technology in music education. Bolota’s report confirms that technological tools motivate music students significantly leading to good performances. My research will consider most of the issues raised in this report in a bid to answer the research questions. GRANITO, MARK, and ELLINA CHERNOBILSKY., "The Effect of Technology on a Students Motivation and Knowledge Retention." [pdf], (2012). http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1016&context=nera_2012, accessed 18 July 2014. This report illustrates the impact of technology on a student’s motivation to acquire new knowledge and also to retain acquired knowledge. The study used three groups of 7th grade Social Studies students; one group completed computer-based projects, another group created traditional storybooks and the third was left to choose the project they wanted. Data was collected using three methods: Likert scale surveys, post project interviews and pre-post-retention tests. This study aimed to assess students’ motivation in technologically-oriented instructional environments and also to measure knowledge retention across the two different teaching methods. This study is based on the notion that motivation is the most instrumental factor in achieving academic success. The research findings indicate that technology is not more popular than traditional learning methods. According to the study students who used traditional methods achieved higher knowledge values and retention capabilities than their technologically-enhanced counterparts. The main contention in this study is that the students in the first two groups were forced to use their respective methods. The study concluded that given a free choice, the results would be different because students should pick suitable learning methods. Therefore, the final conclusion was that technology can be a powerful study tool provided the students are initially motivated and interested to use it. This study is very vital in reflecting the general attitude of technology in education and the challenges that must be addressed to make it useful in learning environments. This study will help to guide my research because I will have to consider the technological interest and motivation of my research participants. This will ensure that the research findings analysis is realistic and context-based. HANDLEY, R., "Using Technology to Motivate Student Learning." [pdf], (2008). http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1009&context=etc08, accessed 18 July 2014. This paper presents a case study to ascertain how technology can be used to motivate students to complete their secondary education; emphasis on disengaged or high risk students. The aim of this study is to investigate how learning tools can be designed and implemented to increase the motivation and participation of students with low interest in education. The researcher has a lot of experience in behavioral matters regarding truant adolescents and therefore he aims to combine his social expertise with effective technological tools to alleviate the problem of education incompletion. The researcher used two case studies, an action research methodology and quantitative data analysis to answer two research questions. The first is the level of motivation that can be achieved by disengaged students from computer-based learning./ The second question focuses on the components and advantages of computer-based learning tools that generate motivation and participation in students ensuring they complete their education. Participants were chosen from truant students marked by the Welfare and Discipline Committee. The research involved offering the students two learning tasks plus various authentic technological learning tools; the leaning tasks would be addressed after six weeks. Data was collected using interviews, observations and student assessments for content analyses. The researcher discovered that disengaged students could be increasingly motivated using inexpensive computer-based learning tools. He also found that multimedia tools and animations were the most effective computer tools for motivation. Although the second finding is not very relevant to my study, the first question is very essential because it illustrates the amount of power contained in technology with regard to learning. The main point is that if computer-based leaning is capable of transforming disengaged students, then it offers an unlimited opportunity for music students. JONES, BRETT D., "Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation." International Journal of Teaching and Learning in Higher Education 21 [online journal], no. 2 (2009): 272-285. http://files.eric.ed.gov/fulltext/EJ899315.pdf, accessed 18 July 2014. This article outlines the various factors that should be considered in any learning setting that aims to create motivation in students. The author calls it the model of academic motivation and it consists of five components: empowerment, usefulness, success, interest, and caring. Jones who is an educational psychologist defines motivation as a process that is created by various actions and utterances which results in mental or physical drive to achieve a certain objective. The author calls his motivation model MUSIC and starts by describing empowerment as the amount of control that students believe they have over their learning. The second element is usefulness and the author assets that students should be made to understand why the study content is useful. Learning environments should also be designed to ensure the success of students provided they invest the required effort to acquire appropriate skills and knowledge. Fourthly, the learning experience should be interesting for the students. Finally, the author demands that instructors should demonstrate that they care about the students both personally and academically. Jones insists that these factors are crucial to achieving motivation in a learning environment. This is very important to my research because I will evaluate technology on these factors in my research. It is obvious from the onset that technology cannot fulfill these factors solely due to its impersonal nature, however, if incorporated with other humanistic tools the outcome is bound to be motivational. LIPSCOMB, SCOTT D., "The Role of Technology In Music Education: A Preconference Satellite Symposium For Tanglewood II." [pdf], http://www.atmimusic.com/wp content/uploads/2013/05/JTML.4.1f_Lipscomb_The-role-of-technology-in-music-education.pdf,accessed 18 July 2014. This is a report containing various contributions by various music scholars from a conference to discuss music technology. According to one of the contributors Dr. Sara Hagen, technology is essential in music education because computers can offer repetitive teaching tasks to students and also because music material is stored online ensuring accessibility. In her support for the active incorporation of technology in Standards-based curriculum, she supported the development and utilization of appropriate media and technological aids to improve music education. Another scholar Dr. Nancy Barry acknowledged the centrality of technology in the present students’ culture. She suggested that music teachers should harness existing technology to enhance music education. The scholar acknowledged the existence of technological barriers to teachers and suggested that a reassessment of the music industry in order to adapt technologically. This paper presents other scholars and their main arguments which include: training of students to technologically, incorporating technology in all areas of music education such as; music production, music notation, electronic musical instruments, technology-assisted learning, multimedia and other productivity tools. One of the issues that related directly to my study concerned the reference by one of the scholars to an AERA study regarding the impact of integrated technology on student and teacher performance. This illustrated the motivational effect of technology not only to students but also to music teachers. According to the scholars, effective integration of technology in music education will ease the work of instructor making the career more appealing. This article influenced my research to also focus motivation effects of technology on music teachers. SAVAGE, JONATHAN, “Reconstructing music education through ICT”. Research in Education [online journal], 78(1), (2007): 65-77. http://www.jsavage.org.uk/jsorg/wp-content/uploads/2011/03/Reconstructing-music-education.pdf, accessed 18 July 2014. In this article, Savage starts by acknowledging the recent digital classification of people depending on their digital orientation that is, “digital natives” and “digital immigrants”. These terms have been coined by theorist to denote the adeptness of various people in terms of technology. He proceeds to appreciate the great effect of technology in lowering music production costs. Following these observations, Savage focuses on technology implementation in schools. He presents a research to evaluate his hypothesis that: to truly embrace the potential of IUCT would require a major shift in music education’s culture and established practices. In order to answer the research questions which focused on the nature and effect of technological implementation in music classes, the researcher chose eighteen schools and three artists. A qualitative research was conducted and questionnaires and interviews were used for data collection. This research presented a number of issues including hardware and software complexities however; the most important findings for my research were from the interviewed teachers. Teachers reported several benefits of technology to students including: more music involvement for boys, pupils showed increased motivation, pride and enthusiasm in their tasks. They also suggested that technology was changing the music curriculum in terms of stimulation and relevance. The teachers also noted that they was a growing interest in music studies especially music technology courses. The teachers also presented some problems that are relevant to my research including: decrease in student confidence in regard tom music performance and varying student perception of ICT. These issues offer an insight into the motivational issues I can expect in my research, which means I will be on the lookout for them when conducting my research. Bibliography BURNARD, PAMELA., "Reframing creativity and technology: promoting pedagogic change in music education." Journal of Music, Technology & Education 1, no. 1 (2007): 37-55. CAIN, TIM., "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 02 (2004): 215-221. COOPER, DONALD R., PAMELA S. SCHINDLER, and JIANMIN SUN., "Business research methods." (2006): 136-266. http://sutlib2.sut.ac.th/sut_contents/H139963.pdf, accessed 18 July 2014. CRESWELL, JOHN W., Research design: Qualitative, quantitative, and mixed methods approaches. Sage, 2013. http://isites.harvard.edu/fs/docs/icb.topic1334586.files/2003_Creswell_A%20Framework%20for%20Design.pdf, accessed 18 July 2014. CROW, BILL., "Musical creativity and the new technology." Music Education Research 8, no. 01 (2006): 121-130. FOLKESTAD, GÖRAN., "Formal and informal learning situations or practices vs formal and informal ways of learning." British journal of music education 23, no. 02 (2006): 135-145. GAUTREAU, CYNTHIA., "Motivational Factors Affecting the Integration of a Learning Management System by Faculty." Journal of Educators Online 8 [online journal], no. 1 (2011): n1. http://files.eric.ed.gov/fulltext/EJ917870.pdf, accessed 18 July 2014. JICK, TODD D., "Mixing qualitative and quantitative methods: Triangulation in action." Administrative science quarterly (1979): 602-611. http://www.sjsu.edu/people/marco.meniketti/courses/ARM/s0/Quantitative%20Mixed%20Methods.pdf, accessed 18 July 2014. SAVAGE, JONATHAN., "Working towards a theory for music technologies in the classroom: how pupils engage with and organise sounds with new technologies." British Journal of Music Education 22, no. 02 (2005): 167-180., http://www.jsavage.org.uk/jsorg/wp-content/uploads/2011/03/Working-towards-a-theory.pdf accessed 18 July 2014. TAYLOR, STEVEN, and R. BOGDAN., Introduction to research methods. New York: Wiley, 1984; 1-55. http://www.austin.org.au/Assets/Files/Session%204%20-%20Research%20Tools.pdf, accessed 18 July 2014. Read More