Technology Assessment #2: 8 Tools

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Technology Assessment #1- Enabling Dreams

      I taught my very first choir this past school year. Developing lessons plans seemed fairly simple as I have been in many choirs before. Students walk in, I take attendance, do vocal warn ups and exercises, let them listen to a new song, pass out music sheets, drill their vocal parts, and do a rough run through until the end of the period. Everything worked perfectly in my head until a blind student assisted by a one-to-one aide walked in. As teachers, we need to be able to think fast and have a back up plan. In order for this individual to be successful in a choir class, he would have to sit near the teacher or a students willing to sing loud enough and be given the opportunity to listen to the music over and over again to the point of memorization. Memorizing comes along as the whole class rehearses with just the instrumental music. In music, successful repetition is our best teacher (West, 2012). 
      Devising a lesson plan to accommodate this student's needs allowed for different ways to make myself available to him. It was not very easy at first, but in this new digital age there is an answer to everything. I began burning CDs with all the songs we were performing or planning to perform along with providing him with the sheet music so not to feel different from any of his classmates. This accommodation is not quite unique. I am aware that there are teachers who've done the same. I was given music files on a CD for upcoming concerts. The different is that to this young, blind student who loves to sing his heart out, a CD, mp3 player, iPod, computer, TV, and anything else that produces sound, is his connection to the world. Handing him a CD felt very different than when I have done the same for other students. 
There are a number of ways a blind student can be successful in music as a composer or performer. If I could suggest to the school to invest in a Braille embosser or a Braille Translation Software that can convert music notes to Braille by using a computer and Braille embosser, every blind student to ever walk through a music class would finally learn how to read or understand music in a very different way. It would mean extra training for the teacher that will be very much worth it. My suggestion to teachers, especially music teachers, is to find out the different kinds of technology that are out there for different types of disabilities. One can never know their next challenge so a teacher may as well keep a list of resources to refer to.
     Lesson plans to accommodate disabled students are integral and I agree with the inclusion to do so. It is important that steps are being taken to assist and accommodate students with disabilities because not only is it against the law (GDRL, 2012), it is what's right. No longer can disabled children feel unimportant or underprivileged. Every child must have equal educational opportunities. Although extra effort will be needed to make accommodations for certain types of lessons, any way a child can participate in an activity and feel involved in the class is appropriate for helping disabled children especially if there are a lack of resources. For any type of revised lesson plan, as long as the student is engaged, gets along with his or her peers, and learning is occurring, the revisions are conducive and appropriate for accommodating the needs of the individual. 


References:
West, Thomas J. (August 2012) The Key to Effective Music Practice: Efficient and Successful Repetition. Retrieved on June 24, 2012 from KEMP.


A Guide to Disability Rights Law. (April 2012) Retrieved on June 24, 2012 from www.ADA.gov.

Digital Safety Reflection

I think digital safety is a topic not discussed too often in the homes. My parents are not very tech savvy and therefore wouldn't be familiar with any of the implications or dangers that online activity can have except for what they hear on the news. I'm sure they've gathered a few things here and there and know what to avoid. Now that I am familiarizing myself with so many digital safety issues, it would be beneficial for my family to learn more about it through short presentations or pamphlets so they are fully aware and can forward the information to other parents.It is definitely important and imperative that students and adults recognize the dangers of being linked to the World Wide Web and help prevent it from happening. You hear and read of so many stories and crimes in the news that connect kidnapping to fake online profiles and the such, that online safety needs to be taken to a whole other level. And it starts with parents and teachers informing their children. 

All five of the the topics discussed in regards to digital safety are essential in the digital world. It covers all the issues that deal with children being safe online. I liked the idea of tying all of these safety issues into an educational unit because it makes complete sense to inform future teachers and parents about online safety so they have the knowledge to advise their students and children about how to behave online and what you can expect. Children may not understand the importance right away, but the best way to prevent an incident from happening is warning them about it first. 

One way we can reach students about the dangers and concerns of being safe online is to have a "Being Safe Online" contest. A list of topics can be given to them and they can enter in any category such as the five we discussed in class. There will be guidelines to follow and a list of multimedia tools that are acceptable- slideshow, video, poster, etc. I believe this contest will serve as a way to discuss challenges and educate students about making safe and responsible choices in the digital age especially with cyber bullying. It also touches on incorporating technology. It covers NETS*T Standards 1 which is facilitating and inspiring student learning and creativity. It will also promote, support, and model creative and innovative thinking and inventiveness and engage students in exploring real-world issues and solving authentic problems using digital tools and resources (ISTE, 2011).

Cyber bullying is the topic my partner and I covered. It is the use of technology to harass, threaten, embarrass, or target another person (Kidshealth, 2012). The more I read on it, the better informed I was on how to prevent it or the steps I can take as a teacher and maybe one day a parent. I remember telling a friend that students nowadays are so in tune with each other because of the internet and social networking sites, but it also creates tension between old friends which can later snow ball into something more serious and negative with the use of computers, mobile phones, and other affordable gadgets. 


One of the tools my partner and I used to complete this project aside from face to face interaction was Wiggio. At first I wasn't too thrilled, but then I started to play around with the tool and I've grown fond of it. It shares so many different kinds of files that Gmail cannot do with its Google Docs. I was so amazed at how easy it was to share the finished eBook with my  partner. A simple click of a button and VOILA! Another great aspect of this tool is that Wiggio can act as an online storage system. If your computer is loaded with so many projects, you can upload it to Wiggio and then delete it from your computer. It's a great space saver, I think. I sincerely enjoyed this creating an eBook mainly because I've never done it before. It allowed me to utilize the different tools and programs that were always in my computer but never opened. If I do a little more research, I am sure I'd be able to expand my technological skills.

References:

Kidshealth. (2012) Cyberbullying. Retrieved June 18, 2012 from Kidshealth.


International Society for Technology in Education. (2011) Retrieved June 18, 2012 from ISTE

Digital Safety: Cyberbullying

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Online Educational Game Rubric

Our rubric is based on 5 categories. Each category is rated on a scale of 1-4 with 4 being the highest and 1 being the lowest. Below this paragraph is the score of how we rated the online game per category. 


Content- 4
Layout- 4
Navigation- 4
Interest- 4
Background- 4
Total= 20 pts


Point System
15-20 Excellent
10-15 Good
5-10 Fair
1-5 Poor

My partner and I concluded that  Jeopardy- Music Terms & More is online game that is effective for student learning. The content was accurate, the layout was visible and easy to read, the navigation is simple and straight forward, the graphics, color, and learning content was interesting, and the background visual was very consistent and didn't detract the audience from playing the game. Overall, this educational game received a total of 20 points for excellent and effective website planning and execution. 

Online Educational Game Reflection

Coming up with a rubric to grade the online educational game we chose wasn't as difficult as we thought it would be. There were several criteria we based our judgment on- content, layout, navigation, student interest, and background. We believed these criteria encompasses all that makes an online educational game successful. The rubric is readable and and straightforward. Adding too many categories isn't necessary and it will avoid too much reading. There were a few guidelines that helped us create a rubric that serves its purpose. Among them are gather samples of rubrics, think about the criteria, limit the number for criteria, focus descriptions of quality on the positive, use professional language, use clear language, and revise and refine (SEDL, 2012). I feel that we accomplished the task of creating an effective rubric for an online educational game. 


After creating a video presentation on this music game, I could honestly say that I am motivated to use this activity for a lesson review with my students. I had always meant to play a game of jeopardy with my class, but didn't know how I would be able to create an effective one on the board. This game had every important category of music set up and ready to go. All I need is a projector and some music playing in the background. This is a great activity for a whole-class review given that I am not able to assign students to a computer to work with. It is an excellent lesson review. 


The standards that I believe are incorporated in this educational game is NETS*T 3a: Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning (ISTE, 2011). I spent a good amount of time researching and evaluating the different types of rubrics that are available online. Knowing how to create an effective rubric is essential to student learning. The students need to know what they're being graded on and the teachers need to know how to grade students. It's a very important criteria on judging a piece of work. I learned a great deal in coming up with a rubric that satisfies our justification on why this online educational game is successful in student learning.

References: 


ISTE: International Society for Technology in Education. (2011) National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved June 12, 2012, from ISTE. 


SEDL: Advancing Research, Improving Education. (2012) Guidelines for Constructing Effective Rubrics. Retrieved June 12, 2012 from SEDL.

Presentation #1: Online Educational Game

A New Lesson Plan Model: ASSURE

The ASSURE lesson plan model proved to be a little challenging for me. In my first year of teaching, I have gotten used to following a template and checking "all those that apply". The checklist was simple, easy, and less work, but it has major disadvantages in teaching a music course. A music teacher's lesson plan is different from any other core subject. It isn't as cut and dry as teach the lesson, give sample problems, do practice problems, and take a quiz. Certain skills need to be developed over time and rehearsed in order to get the expected results not to mention taking advantage of new music software and equipment in this technological era. It may also be quite a challenge for any substitute teacher to take over my lesson plan if the procedures aren't detailed enough or music knowledge is lacking. That is why I feel the ASSURE model is ideal for my lesson planning. It lays out all the necessary steps and materials I need to take and prepare before diving into the lesson activity. It allows you be to detailed enough to explain the activity to anyone administering the lesson in my absence.

The NETS*T standards I believe that apply to my lesson plan are NETS*T 2A: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, NETS*T 2B: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, and NETS*T 2C:  Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources (ISTE, 2011). I feel that each of these standards are incorporated into the objectives of my lesson plan. Students are learning how to use, learn, explore, create, and compose music by using digital software and electronic equipment to create an original and creative piece of work. Although, some music critics argue that digital music is so convenient and versatile that there is a slight loss of quality that is acceptable for most purposes (Cantrell, 2003). I somewhat agree what this author has to say, but for the purposes of my lesson, students will be engaging in the artistic process and applying their knowledge to the technology of the new age, which can potentially influence a student's career choice. 

If I were to revise and make this activity more challenging for my students, I would have the students transcribe the entire score, turn in a hard copy, and have the other groups play each other's jingle with real instruments. But I think I'd save that lesson for a college specialty course. In any case, this lesson plan is practical enough to allow students with disabilities to contribute to the group even if it just means singing the song or clapping to the rhythm. If revisions to the lesson plan are needed, it would solely depend on the student's performance capability. 

This is assignment really allowed me to explore new ways of incorporating technology into a lesson plan that really had no relation to music. I forced myself to think outside of the box in order to find ways to integrate music and the nutritional content for cereal. It sounded almost absurd, but it wasn't impossible. Lesson planning requires a lot of planning. Knowing your audience and their different learning abilities is integral in preparing and delivering an effective lesson plan. Incorporating a variety of media will also reach more students with different learning styles. When you plan a lesson, you must set a goal to find the best way to reach your students in order to be successful in learning the content. Be creative.

References:

ISTE: International Society for Technology in Education. (2011) National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved June 8, 2012, from ISTE. 

Cantrell, C., &  Cantrell J. (2003) Music in the Digital Age. Retrieved June 8, 2012, from CTKR

ASSURE Model Lesson Plan

Cereal Jingle on Fats, Salt, and Sugar Content

Analyze

General Characteristics

• Number of Students: 20
• Grade Level: 12^th
• Gender: 10 females, 10 males
• Age Range:  16-17 years old
• Disability: Speech impairment
• Ethnicity: 9 Chamorros, 7 Filipinos, 3 Chuukese, 1 Caucasian 

Entry Competencies

·       Skills already learned:

- Read and write music notations
- Basic knowledge of music composition

- Use a music generating software

Learning Styles

·       Visual: 20%

·       Auditory: 40%

·       Kinesthetic: 40%

State Objectives

·       Students will be able to collect and input nutritional information (fat, salt, and sugar) on one favorite cereal using a digital spreadsheet with 90% accuracy or better.

·       Students will be able to write lyrics to a melody using nutritional facts from the collected data with 80% accuracy or better.

·       Students will be able to compose a 30-second melody/jingle in common time (4/4) using musical software or musical instruments with 90% accuracy or better.

·       Students will be able to transcribe a 30-second jingle using music composition software with 90% accuracy or better.

·       Students will perform 30-second composition/jingle in front of a live audience using necessary musical equipment with 90% accuracy or better.

Select Media, Materials, Methods

Media

·       Computer, multimedia projector, screen, PA system

·       Piano or electric keyboard

·       Music composition software: Finale, Garage Band, Band-In-A-Box or other available software.

·       Internet

·       Gmail account

Materials

·       Pencil, paper, erasers

·       Sheet music

·       Chalkboard

·       Review sheet on available music programming software

·       Any preferred musical instrumen

Method

·       Teaching the lesson

-        A sample 30-second jingle of a commercial product will be played.
-    Assign groups and cereal product.

-        Outline of steps to follow will be provided and checked off.

·        Guided Practice

-        Students will divide into groups of four (5 groups total) and work as a team to compose a 30-second jingle about their assigned cereal product and its fat, salt, and sugar content.
-    Students will work collaboratively to collect and input data on a digital spreadsheet.

-        Students may ask the teacher for additional help, if needed, on using musical software.

·       Demonstration of skill

-        Students will perform a draft of the 30-second jingle on their cereal product and turn in a written music score of the composition.

-        Modification: Speech impairment

§  Assign role of music generator or transcriber.

§  Play a musical instrument

·       Assessment/Final Product

-        Jingle Final Performance
-    Rubric

Utilize Media, Materials, and Methods

·      Preview Materials: Make sure clear samples of jingles can play on media. Check internet connections. Go over steps or checklist and make sure nothing is missing.

·       Prepare the Material: Make sure all equipment is in working order. Update all available music software on computers. Print out an SOP of music software and music sheets. Sharpen pencils and provide erasers.

·       Prepare the environment: Make sure there are enough computers and pianos/keyboards for each group. Set up the computer, PA system, and projector ahead of time before students enter. Desks should be arranged so students can see the teacher, but can be re-arranged to allow for group work activity.

·       Prepare the learners: Agenda should be already written on the board. Group work rules are reviewed to remind students of their behavior and participation. At the beginning of the class, an explanation of the overall objectives should be stated so students will know what to expect.

·       Prepare the learning experience: The lesson will then be introduced and the research, data collection, inputting, role assignment, and creative juices can take effect. As soon as students are broken up into groups of four and assigned a cereal from the TOP 5 list in the class, the teacher will make several rounds to keep students on track and provide a checklist for students to stay on task. The groups will be assigned a piano and a computer to start working on their jingle composition. If there are any concerns about the assignment, students may ask the teacher for individual help or advice. Students are also welcomed to share ideas or talents with each other in order to gather different ideas for a creative composition.

Require Learner Participation

At the beginning of class the teacher will play a sample jingle of a commercial product for students. Students will listen carefully to the content and get a general idea of what the lesson is about. After the jingle is played, the teacher will state the objectives. This will take approximately 5 minutes. The teacher will then divide the class into groups of four by having students count off 1 through 5 to make a total of five groups. The teacher will then ask the students to write down their favorite breakfast cereal on a piece of paper. A tally will be taken on the chalkboard and the top 5 cereals will be assigned to each group. Each group will then be assigned a computer to look up nutritional facts of their respective cereal. Focus of nutritional information is fat, salt, and sugar content of the assigned cereal. Each group must have or create a Gmail account to input data on a digital spreadsheet using Google Docs and share. The spreadsheet will be displayed on the projector as each group inputs their data. After all data is logged in and saved, students will begin to write lyrics for their jingle.

Students will be required to use the nutritional facts for their lyrics. (Note: Lyrics can be edited when composing the melody.) After each group finishes writing their lyrics, they will be assigned to a keyboard to begin the process of composing a melody. Other instruments can be used depending on availability. Each group is required to turn in a written composition of the main melody of their jingle. Students can use any available music composition program in the computer (Ex: Finale) to print and turn in for grade. Each jingle must be approximately 30-seconds long and in common time (4/4).

After a main melody has been established, students will be required to compose a computer generated instrumental for their assigned jingle using music software such as Band-In-A-Box or GarageBand. An SOP will be provided in case steps of how to use the program are forgotten. Students are also allowed to use the preferred instruments. This project may take up to 5 days for composition and presentations. Students will be allowed to edit their work and rehearse during class and outside of class-time until their scheduled final performance. 


For students with disabilities, a role will be assigned based on their capability (Ex: Playing a percussion instrument in rhythm or transcribing music.)

Students will then present their final product as a musical performance which will be graded using a rubric. This should take approximately 10 minutes to include transitional time and equipment set-up.

Revise and Evaluate

CATEGORY	4	3	2	1
Music Notation	All notes are written neatly using proper barline placement in common time.	Most notes are written clearly using the proper barline placement in common time.	Notes are written clearly, but barline placement is often incorrect and is not in common time.	Notes are written in a sloppy and illegible manner. Barline placement is not correct. Not in common time. Needs to be resubmitted.
Lyrics	Lyrics contain all nutritional information of assigned cereal (Fat, salt, sugar).	Lyrics contain only a few nutritional information of assigned cereal (Fat, salt, sugar).	Lyrics vaguely describe nutritional information on assigned cereal (fat, salt, sugar).	Lyrics have nothing to do with nutritional information of assigned cereal (Fat, salt, sugar).
Overall Performance	The composition was creative, clean/easy to read, and included all required elements.	The composition was somewhat creative and legible. Most of the required elements were included.	The composition was very basic and somewhat legible to read. At least half of the required elements were included.	The composition was not complete, and very difficult to read. Under half of the required elements were included. Project will needs to be revised.

My 15 Resources

LiveBinder 15 Resources


There are 15 music websites compiled into this LiveBinder link that may be of use for any future music teacher. Feel free to check it out!