This week's blog post for blended learning is centred around identifying the problem that needs to be assessed to create change, and what kind of team is needed to solve it.
According to Horn & Staker (2015), "The most common mistake [in implementing technology] is to set forth with an appetite for the dazzling technology, rather than with an interest in the relief it might bring when applied strategically to a frustrating problem.
There seem to be new innovations and devices every day that claim to be the solution to this problem or that one. Many teachers, schools, and/or districts can be persuaded into believing that they need these in their classrooms due to elaborate and well designed marketing campaigns. Despite despite their appeal, many "have had little effect on how teachers teach and students learn, except to increase costs and draw resources away from other school priorities" (Horn & Staker, p.96)
Horn & Staker (2015) suggest identifying a problem that needs to be solved and then deciding what is necessary to solve it effectively. This is the "rallying cry" (p.98).
Horn & Staker (2015) also suggest the SMART model for planning the implementation of an idea.
• Specific—Does it target a specific area for improvement?
• Measurable—Does it quantify or at least suggest an indicator of progress?
• Assignable—Who will be responsible?
• Realistic—Can results be achieved realistically, given available resources?
• Time-related—When can the results be achieved? (p.102)
Interestingly, they also suggest that the problems should be framed as external threats (p.107). I find this interesting as it is kind of the same marketing technique that product designers do toward schools.
So to tackle this assignment for my current situation, I need to define a problem by the above model, which is not easy as I am in a part-time elementary Music position. To make things more difficult in regard to change, I share the position at the school with another teacher!
Anyway, here goes:
Specific - I find that most of my students cannot read music, which hampers their ability to learn more interesting and advanced songs. We are limited to rote learning, simple songs, and memorization. I need something that will help the students learn to read music, other than the traditional methods of paper-based drill and practice.
Measurable - It will demonstrate progress by the fact that students will be able to access more difficult pieces of music and be able to learn them independently or in class.
Assignable - I will be responsible for the delivery and structure of the implementation.
Realistic - This can be accomplished using a combination of the resources at the school and at home (if applicable).
Time-related - This is achievable over the course of the school year.
What is the external threat?
This one is tough. I suppose the threat is that music is often marginalized in times of budget cuts and more focus is placed on its role of providing teacher prep than what is actually being taught. With increased musical literacy, students will be able to share more interesting and engaging performances both as school-based performances as well as individual group projects. (I know, a little stretch perhaps!)
What kind of team is needed to solve this problem? (Functional, Lightweight, Heavyweight, Autonomous)
In this case, I would mostly need a functional team consisting of myself and the other music teacher. However, there might need to be a lightweight team if it required the reorganization of lab use schedules and budget from the school.
For a functional team, we would decide what resource best fits our needs for the improvement of musical literacy.
For a lightweight team, the Principal and I would lead the team as I need to be in control of what is being implemented, but the Principal would have to be in control of any schedule modifications and to support any parent communications.
Here is what I propose:
Students would spend one of their two weekly music classes in the computer lab working on musical theory (note reading, rhythm, pitch, etc.) through the use of online content which operates in a gamified environment. This would be engaging for the students due to its gamification, but educationally beneficial due to the improvement of their musical literacy skills.
Once the students have become familiar with the website, they would continue their practice at home. The website which contains the content is currently free, and therefore would not incur any additional costs for the school. In addition, the computer lab is in place, so no additional technology would be needed at school.
What needs to happen:
- Privacy permission forms from parents to use the site are unnecessary as no personally identifiable information is necessary, but notification of the intent to use this as a part of music class is necessary.
- Lab time will need to be set aside for the class so that it does not conflict with the school lab schedule.
- Alternatives to assist those with no home-based options must be explored and presented to parents.
- Evidence in the form of performances, or improved musical literacy must be provided by the end of the year to support the continuation of this use of technology in the Music class.
So, this was a tough one for me as I don't have a classroom and don't have full control over the program at the moment, but this is an example of what could happen.
Sources:
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, California: Jossey-Bass.
According to Horn & Staker (2015), "The most common mistake [in implementing technology] is to set forth with an appetite for the dazzling technology, rather than with an interest in the relief it might bring when applied strategically to a frustrating problem.
There seem to be new innovations and devices every day that claim to be the solution to this problem or that one. Many teachers, schools, and/or districts can be persuaded into believing that they need these in their classrooms due to elaborate and well designed marketing campaigns. Despite despite their appeal, many "have had little effect on how teachers teach and students learn, except to increase costs and draw resources away from other school priorities" (Horn & Staker, p.96)
Horn & Staker (2015) suggest identifying a problem that needs to be solved and then deciding what is necessary to solve it effectively. This is the "rallying cry" (p.98).
Horn & Staker (2015) also suggest the SMART model for planning the implementation of an idea.
• Specific—Does it target a specific area for improvement?
• Measurable—Does it quantify or at least suggest an indicator of progress?
• Assignable—Who will be responsible?
• Realistic—Can results be achieved realistically, given available resources?
• Time-related—When can the results be achieved? (p.102)
Interestingly, they also suggest that the problems should be framed as external threats (p.107). I find this interesting as it is kind of the same marketing technique that product designers do toward schools.
So to tackle this assignment for my current situation, I need to define a problem by the above model, which is not easy as I am in a part-time elementary Music position. To make things more difficult in regard to change, I share the position at the school with another teacher!
Anyway, here goes:
Specific - I find that most of my students cannot read music, which hampers their ability to learn more interesting and advanced songs. We are limited to rote learning, simple songs, and memorization. I need something that will help the students learn to read music, other than the traditional methods of paper-based drill and practice.
Measurable - It will demonstrate progress by the fact that students will be able to access more difficult pieces of music and be able to learn them independently or in class.
Assignable - I will be responsible for the delivery and structure of the implementation.
Realistic - This can be accomplished using a combination of the resources at the school and at home (if applicable).
Time-related - This is achievable over the course of the school year.
What is the external threat?
This one is tough. I suppose the threat is that music is often marginalized in times of budget cuts and more focus is placed on its role of providing teacher prep than what is actually being taught. With increased musical literacy, students will be able to share more interesting and engaging performances both as school-based performances as well as individual group projects. (I know, a little stretch perhaps!)
What kind of team is needed to solve this problem? (Functional, Lightweight, Heavyweight, Autonomous)
In this case, I would mostly need a functional team consisting of myself and the other music teacher. However, there might need to be a lightweight team if it required the reorganization of lab use schedules and budget from the school.
For a functional team, we would decide what resource best fits our needs for the improvement of musical literacy.
For a lightweight team, the Principal and I would lead the team as I need to be in control of what is being implemented, but the Principal would have to be in control of any schedule modifications and to support any parent communications.
Here is what I propose:
Students would spend one of their two weekly music classes in the computer lab working on musical theory (note reading, rhythm, pitch, etc.) through the use of online content which operates in a gamified environment. This would be engaging for the students due to its gamification, but educationally beneficial due to the improvement of their musical literacy skills.
Once the students have become familiar with the website, they would continue their practice at home. The website which contains the content is currently free, and therefore would not incur any additional costs for the school. In addition, the computer lab is in place, so no additional technology would be needed at school.
What needs to happen:
- Privacy permission forms from parents to use the site are unnecessary as no personally identifiable information is necessary, but notification of the intent to use this as a part of music class is necessary.
- Lab time will need to be set aside for the class so that it does not conflict with the school lab schedule.
- Alternatives to assist those with no home-based options must be explored and presented to parents.
- Evidence in the form of performances, or improved musical literacy must be provided by the end of the year to support the continuation of this use of technology in the Music class.
So, this was a tough one for me as I don't have a classroom and don't have full control over the program at the moment, but this is an example of what could happen.
Sources:
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, California: Jossey-Bass.