Needs Assessment / Instructional Technology

Prepared for: MEDT8462 / Assignment 1

Prepared by: Jeremy Trimmer
June 28, 2020
JEREMY TRIMMER

Instrumental Music Educator & Past Band Director in the Cobb County School District

I have served as an Instrumental Music Educator since August 2001 when I graduated from The
University of Georgia with B.A. of Music in Music Education & Saxophone Performance. I also obtained my
Master’s Degree from The University of Illinois in Champaign-Urbana, Illinois.

I spent sixteen years as a band director in the Cobb County School District, first as Assistant Director
of Bands at Pine Mountain Middle School in, Kennesaw GA from 2001-2004. In 2004, I moved to Lost
Mountain Middle School where I was the Director of Bands until 2013. Also in Kennesaw, the LMMS Band
Program grew to over 435 students in grades 6th-8th and provided students with various ensemble and
performing opportunities with such groups as the Symphonic Band, Concert Band, Jazz Ensemble, Pep
Band, Woodwind Choir, Brass Ensemble, Clarinet Choir, Flute Choir, Low Brass Ensemble, Trumpet Ensemble,
Percussion Ensemble, and Honor Band.

The 8th Grade Symphonic Band and LMMS Honor Band comprised of the most skill young musicians
at LMMS and performed music at local concerts and state evaluations at grade level 2-5. The LMMS Bands
consistently placed high numbers of students in the GMEA District 12 All District Band and GMEA All-State
Bands as well as always receiving “Superior” or “Excellent” ratings at GMEA Large Group Performance
Evaluations. In 2008, the Lost Mountain Honor Band was selected as an “Invited Performing Ensemble” at
The University of Georgia’s Middle School Honor Band Festival and was the 2010 recipient of the Georgia
Music Educator’s Association’s “Exemplary Performance Award for Middle School Band”.

In the fall of 2013, I moved to Hillgrove High School in Powder Springs, GA where I became the
Associate Director of Bands until 2017. The Hillgrove Band Program was consistently one of, if not the, largest
band program in Cobb County, with over 330 students. The Concert Bands, Symphonic Bands, and Wind
Symphony consistently received “Superior” ratings at GMEA and placed high numbers of students in both the
All District Band and All-State Band. The Symphonic Band and Wind Symphony were invited to the Music For
All Southeastern United States Concert Band Festival in 2015 and the Wind Symphony was invited as the
Premiere Performing Ensemble at the 2017 Georgia Music Educators Conference in Athens, GA. In 2016, the
Hillgrove Bands took over 200 students to China where the group performed 5 concerts in Beijing & Shanghai,
China in front of thousands of China citizens and young music students.

I organized many district events over the years and served as a committee chair for GMEA from
2011-2013. I stepped away from full time teaching in 2017, but remain active as a clinician, instructor, and
adjudicator throughout the state and region - including in the Cobb County School District. 


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COBB COUNTY SCHOOLS

The Cobb County School District (CCSD) is the second largest school system in Georgia and the 23rd
largest in the nation (CCSD, n.d.). It serves nearly 113,000 students with 112 schools, including 67 elementary
schools, 25 middle schools, 17 high schools, one charter school, one special education center and one adult
education center. Their mission is One Team, One Goal: Student Success and their vision is a school district
of excellence where all students succeed.

The Cobb County School District has more than 40,000 students enrolled in the music elective
programs additionally each elementary student receives music instruction. The elective programs include
band, chorus, orchestra, general music, music appreciation, piano keyboarding, AP music theory, and guitar
(CCSD, n.d.). The Cobb County School District Performing Arts Programs offer a balanced, comprehensive,
standards-based arts curriculum as an important part of the education of the whole child. Instrumental and
vocal ensembles are seen and heard throughout the United States and worldwide where they are invited to
perform on a variety of public “stages”.

Reference:

Cobb County School District. (n.d.). Retrieved from https://www.cobbk12.org/

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DESCRIPTION

This Needs Assessment in Instrumental Music (Band) Instructional Technology occurred through a
series of steps:

1) Survey - A survey was created, designed, and sent to the Stakeholders via Google Docs. The
stakeholders responded to the survey anonymously and their responses recorded during the weeks
of June 8-21, 2020. This survey comprised of the following questions:

a) "Who" are you?

b) Years of teaching experience

c) How would you rate YOUR skill level/proficiency in using instructional technology in your classroom/
curriculum?

d) Please identify which of the following technologies (SOFTWARE) you currently use in your teaching,
communication, and/or operations

e) IF you checked subject specific software, please specify..

f) Please identify which of the following technologies (HARDWARE) you currently use in your teaching,
communication, and/or operations

g) IF you checked subject specific hardware, please specify..

h) Are there any instructional technology software platforms you would like to use in your teaching now, but do
not?

i) Are there any instructional technology hardware/equipment that you would like to use in your teaching, but
do not?

j) Do you find that your classroom currently has the necessary equipment needed to adequately support your
instructional technology needs?

k) Do you feel your current budget can support / fund your instructional technology needs?

l) Do you require or would you require students/families to purchase an annual subscription to an instructional
technology program?

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2) Interview - Interview questions were created prior to the interview. The stakeholders were asked
the questions via telephone call or Zoom call and their responses recorded during the week of June
15 - 21. The interview questions were:

a) What challenges do you have with understanding and learning about technology opportunities that exist?

b) What challenges do you have with incorporating technology within your classroom/curriculum?

c) How much of your band budget is used for instruments and how much is used for technology?

d) Other than what is provided in your classroom by the county, what materials have you purchased?

e) According to your survey, you use the following software/hardware…. Can you tell me about the one that
you find to be the most impactful and summarize how you utilize it in instruction?

f) In a perfect world, how would you like to use tech in your classroom?

g) If the county were to add a benchmark regarding technology, what would you suggest be on there? Would
you use it?

h) What programs do you or would you ask families to purchase a yearly subscription to? Why so?

i) Is there a specific educator that you are aware of who excels at the incorporation and execution of
education technology in the band classroom setting?

j) Would you be open to adding music technology only professional development days to our inservice
calendar?

3) The responses from both the Stakeholder surveys and interviews were examined and categorized.
This process and then organizing into a set priority of need occurred on the week of June 22-28, 2020.
The majority of responses did specify one or two particular critical needs at the top of their priority list.

4) Possible solutions were identified based on these responses and priorities.

5) An action plan is created & proposed.

6) Needs Assessment report created and presented.

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STAKEHOLDERS

Twelve stakeholders were surveyed and interviewed regarding their confidence, experience, usages, and needs as
it pertains to instructional technology in the instrumental music classroom - specifically band. The stakeholders are
all currently either middle school or high school band directors in the Cobb County School District and have varied
years of experience, ranging from 4 to 26 years in the classroom. They are considered to be the most successful
directors in the district and are widely viewed as being among the best educators & mentors in our profession.

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CURRENT AVAILABLE TECHNOLOGY
Software
The school has wifi as well as several computer labs. Per the responses from the surveyed Stakeholders, the
following software technology is available and used in the classroom:

Description Category Free or paid use

Email (Microsoft Outlook & Gmail) Organization/Communication Free

Charms Organization/Communication Teacher/Program paid, student free

Slack Organization/Communication Free

Zoom / Google Teams Organization/Communication Both

Microsoft Office Organization/Communication Free

Google Docs Organization/Communication Free

Keynote Organization/Communication Teacher/Program paid, student free

Spotify/Apple Music Audio Paid or free

Audio Webcasts Audio Paid or free

YouTube, SchoolTube, etc.. Visual & Audio Free

iMovie Visual Paid or free

Survey Monkey Organization/Communication & Paid or free

Instructional

Charms Assessment Paid or free

Tonal Energy / Tuning Apps Instructional Teacher/Program paid, student free

Bandmate Chromatic Tuner Instructional Teacher/Program paid, student free

iStrobosoft Instructional Teacher/Program paid, student free

Sightreading Factory Instructional Both

SmartMusic Instructional Teacher/Program paid, student free

Keynote Instructional Teacher/Program paid, student free

Flipgrid Instructional Teacher/Program paid, student free

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Description Category Free or paid use

Whiteboard Organization/Communication & Free

Instructional

Fingerings Instructional Teacher/Program paid, student free

forScore Instructional Teacher/Program paid, student free

iRealPro Instructional Teacher/Program paid, student free

Finale/Sibelius Instructional Paid

Launchpad Instructional Teacher/Program paid, student free

ParentVue Organization/Communication & Free

Assessment

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CURRENT AVAILABLE TECHNOLOGY
Hardware
The school has wifi as well as several computer labs. Per the responses from the surveyed Stakeholders, the
following Hardware technology equipment is available and used in the classroom:

Description Category School/Teacher/Student Provided?

Computer workstation Organization/Communication & Instructional School

Tablet (iPad, etc..) Organization/Communication & Instructional Teacher, School, and Student

Overhead LCD Projector Organization/Communication & Instructional School

Sound / Audio System Instructional School

CD/Cassette/Streaming Player Instructional Teacher, School, and Student

VCR/DVD player Instructional School

Tuner Instructional Teacher, School, and Student

Digital Metronome Instructional School

Interactive “Smart” Board Organization/Communication & Instructional School

Digital scanner Organization/Communication & Instructional School

Printer/Copier Organization/Communication & Instructional School

Camera Organization/Communication & Instructional Teacher, School, and Student

Videocamera Organization/Communication & Instructional School

Devices (iPhones, etc…) Organization/Communication & Instructional Teacher, School, and Student

Apple TV Organization/Communication & Instructional School

Apple Play Organization/Communication & Instructional School

Harmony Director/Elec Piano Instructional School

TV Organization/Communication & Instructional School

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MAJOR OUTCOMES (NEEDS)

Based on the responses from the teacher surveys, these are the instructional technology softwares/hardwares that
the schools & programs are currently lacking.

Need Purpose

Apple TV Allows teacher to stream audio/video from device to front of room- instruction.

Projector w/ Bluetooth This would allow teacher to stream audio/video without device such as Apple TV

Projector w/ hardwire This would allow teacher to display audio/video without device - better quality

Ability to stream You Tube This would allow teacher to use the full library of instructional videos on YouTube

iPads / Class set (20-38) Instruction and Assessment. Usage of all the available apps. Individual Teaching
Computers in Practice Rooms Would allow for some individual instruction/assessment

Class Set of Tuners (small) Students would use tuner to develop their “Ears” and pitch matching

Acapella App for students Would look for students to record/perform in an assemble

Zoom Would serve as platform for individual & group virtual instruction/communication

Pyware Software program that director could use to design marching band & instruction

Hi-Res Camera Could be used for several reasons by students and teachers

Yamaha Harmony Director Hardware tool used for instruction - individually and ensemble.

Blackboard Software that would be used to create content specific website for instruction

Weebly Would allow for creation and maintenance of program website

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PRIORITY NEEDS & CRITERIA
Need Causes
Apple TV - Development of Hardware
- Development of Software
- Class Size
- Program Goals
- Student needs
Projector w/ Bluetooth - Development of Hardware
- Development of Software
- Class Size
- Program Goals
- Student needs
Projector w/ hardwire - Development of Hardware
- Development of Software
- Class Size
- Program Goals
- Student needs
Ability to stream You Tube - Development of Content
- Restrictions by Schools/
District
Class Size
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Concenquences Difficulty to Correct
-Lack of varied strategies in Low - minimal cost & set up with
instruction classroom / tech dept.
-Inability to provide audio/visual
examples to students
-Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
-Lack of varied strategies in Low - minimal cost & set up with
instruction classroom / tech dept.
-Inability to provide audio/visual
examples to students
-Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
-Lack of varied strategies in Medium- minimal cost & set up
instruction with classroom / tech dept.
-Inability to provide audio/visual Logistically with wires and
examples to students connection/placement
-Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
Lack of varied strategies in Low - minimal cost & set up with
instruction classroom / tech dept.
Inability to provide audio/visual
examples to students
Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
Need Causes Concenquences Difficulty to Correct

iPads / “Class” set (24-36)
- Development of Hardware -Lack of varied strategies in Medium - higher cost & set up
- Development of Software instruction with classroom/school/district.
- Class Size -Inability to provide audio/visual Storage concerns to be
- Program Goals examples to students addressed and security as it
- Student needs -Inability to assess students pertains to student usage and
individually using technology theft/damage.
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)

Computers in Practice Rooms
- Development of Hardware -Lack of varied strategies in High - higher cost & set up with
- Development of Software instruction classroom/school/district.
- Class Size -Inability to provide audio/visual Placement and storage concerns
- Program Goals examples to students to be addressed and security as
- Student needs -Inability to assess students it pertains to student usage and
individually using technology theft/damage.
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)

Class Set of Tuners (small)
- Development of Hardware -Lack of varied strategies in Low - minimal cost & set up with
- Development of Software instruction classroom / tech dept.
- Class Size -Inability to assess students
- Program Goals individually using technology
- Student needs -Lack of differentiated instruction
-Lack of implementation of
curriculum goals (assessment,
individual skills)

Acapella App for students
- Development of software
for students
- COVID 19 Vitrual Learning
-Lack of varied strategies in Medium - Lower cost & set up
instruction with classroom / tech dept.
-Lack of varied strategies in Implementation with students
VIRTUAL instruction and security is a challenge.
-Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (assessment,
individual skills, ensemble skills)

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Need Causes Concenquences Difficulty to Correct

Zoom - Development of software
for students
- COVID 19 Vitrual Learning
-Lack of varied strategies in Low - minimal cost & set up with
instruction classroom / tech dept.
-Lack of varied strategies in
VIRTUAL instruction
-Inability to provide audio/visual
examples to students
-Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills)

Pyware - Development of software Lack of varied strategies in Low - minimal cost & set up with
- Program goals instruction classroom / tech dept.
Lack of creative software
Inability to design curriculum
(marching band)
Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)

Hi-Res Camera - Development of Hardware -Lack of varied strategies in Low - Medium cost, but minimal
- Development of Software instruction set up with classroom / tech
- Class Size -Inability to provide audio/visual dept. Concerns of storage and
- Program Goals examples to students safety with usage/damage/theft
- Student needs -Inability to assess students by students and staff.
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
- inability to create program
website/resources

Yamaha Harmony Director - Development of Hardware
- Development of Software
- Class Size
- Program Goals
- Student needs
-Lack of varied strategies in Low - Medium cost, but minimal
instruction set up with classroom / tech
-Inability to assess students dept.
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (assessment,
individual skills, ensemble skills)

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Need Causes Concenquences Difficulty to Correct

Blackboard - Development of Hardware -Lack of varied strategies in Low - minimal cost & set up with
- Development of Software instruction classroom / tech dept.
- Class Size -Inability to provide audio/visual
- Program Goals examples to students
- Student needs -Inability to assess students
individually using technology
-Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills)

Weebly - Development of Hardware -Lack of varied strategies in Low - minimal cost & set up with
- Development of Software instruction classroom / tech dept.
- Class Size -Inability to provide audio/visual
- Program Goals examples to students
- Student needs -Lack of differentiated instruction
-Lack of implementation of
curriculum goals (creation,
assessment, individual skills,
ensemble skills)
-Lack of communication platform
with students, families, school
community.

SUMMARY OF NEEDS

All of the needs in this table impact varied instructional strategies, differentiated instruction, and student
learning outcomes. So much of the music curriculum is dependent on the teacher having a vast array of tools and
resources at their finger tips for instruction. Class sizes vary, but for the most part are between 40 to 90 students
per class and within those classes, up to 15-20 different instruments are being performed on and used by the
students. The age of the students within classes could be the same grade level or there could be up to a 4 year
difference if it is the high school classroom and the experience/skill level of those students might differ greatly.
Audial and visual instruction and learning is key in all classrooms, but especially in music classrooms and while the
like of needs above differ in many ways, they all have impacts on the skills of the students & classes at both the
individual & full ensemble level.

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The most impactful needs have been determined to be the following:

a) Apple TV / Projector in each classroom: The ability to stream content from a computer/device to a screen/TV
at the front of the room allows the teacher to use a variety of resources for instruction.

b) Yamaha Harmony Director in each classroom: This hardware equipment is one of the most effective tools on
the market today. The built in features allows the teacher to plan lessons/curriculum that will help develop
student’s skills such as listening/matching pitch, understanding how chords work, and identifying intonation
issues.

c) Apple iPad class set for each classroom: The variety of software applications created for musicians / the
music classroom over the last ten years is vast. Applications have been developed for the most basic &
beginner level users all the way up to the most advanced & professional level musicians/users. There are
several specific “apps” that allow individual users to move at their own pace and skill level while also recording
themselves performing a certain exercise. This recording can be scored by the app, but also the recorded file
saved to a database where the teacher can then access, evaluate, and provide feedback to the students.

These iPads could be used in the classroom on a daily basis. For example, the woodwind playing students
(flute, clarinet, saxophones, and double reeds) could take these into practice rooms during class to work
individually or in small groups on a lesson with the iPad while the teacher works in the classroom with just the
brass students (trumpet, trombone, baritone, tuba). This would allow the teacher to give brass specific instruction
(very different in pedagogy from that of woodwinds and vice versa) using the AppleTV/Projector & Harmony Trainer
in the classroom while the woodwinds complete their assignments using the iPad, thus creating an effective & very
efficient lesson for that class. The next day, the roles are reversed and brass students complete the same lesson
with the iPad. The layers of individual instruction, individual assessment, and differentiated instruction possible with
a class set (24-36) is a “game changer” for music education - especially given the large class sizes.

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ACTION PLAN

As a benchmark for each middle school and high school band program in Cobb County, it is determined that each
program should have the following technology in their classroom. The county SPLOST budget provides funds
each school year to every program based on the student enrollment. A special “benchmark” project shall be
presented to the district in order for the implementation and distribution of funds to be created , first for the Apple
TV & Harmony Trainer Hardware, then for the iPads. These funds and items shall be provided by the district as
part of the “instructional technology in instrumental music benchmark project” and will not impact the annual
budget provided by the county.

Any additional technology desired by the director should be handled in the same manner as in the instrument
inventory and be purchased as part of the overall inventory of the program. * Programs with some/all of these
items already in place shall have the option to receive this new / additional equipment or use the funds in a
different manner. This will be handled in a case by case basis per school.

Need Reasoning / Criteria Resources/Actions Timeline

Needed

Apple TV / Streaming
- wide reaching impact with
students in terms of instruction.
Ability to stream/display
content from computer/device
allows teacher the ability to use
a very wide variety of content/
applications for student
instruction - both audibly and
visually. Easy to implement.
- Apple TV or Bluetooth August 1, 2020
projector with streaming/
pairing compatibly. ($200
to $1000.00)
- Discussion with tech dept.
at school regarding any
firewalls, etc…

Yamaha Harmony Director
- one of the only pieces of - Yamaha Harmony Director January 6, 2021
instructional technology ($1500-$2000) purchase and
hardware/equipment that can connection to existing sound
be used effectively and in a system.
variety of ways. Built in
features allow for
differentiated lessons/usages
based on ages/experience.
Most directors have an
electric keyboard already to
use in class, this is a much
more effective “version” of
such that benefits student’s
abilities. Easy to Implement/
install.

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Need
iPads / “Class” set (24-36)
Reasoning / Criteria Resources/Actions Timeline
Needed
- the multiple ways these - 36 (minimum) Apple iPads August 1, 2021
could be used with students ($300.00 purchase)
makes it easier to see how it - Protection Case ($30.00)
could work with every class/ - Charging Cart (several
program. Whether it is during options - Dell Cart
class (as a group or in $1800.00)
groups), before/after school,
student’s checking them out
to take home, etc.. there are
so many usage options
available. The range and
scope of software is
beneficial for every student -
beginners to the most
advanced user. While
acquiring the units and
storage system is expensive
initially, the cost for software
is not expensive in general.
Cost vs. reward is
undeniable.
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APPENDIX

a) SURVEY RESULTS / DATA:

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b) INTERVIEWS RESULTS / DATA:

*while 12 participated in the surveys, only 9 were able to complete the interviews due to various
circumstances in schedule and availability. Those 9 interview responses have been recorded below and
in some cases, summarized for responses to specific content:

1) What challenges do you have with understanding and learning about technology opportunities that
exist?

a) “simply the time. It is difficult to manage the schedule with teaching and outside rehearsals so having the time
available to learn about new apps that other director’s & programs are using is tough, Much less understanding
how to use and teach them.”

b) “Knowing what’s out there. The technology changes so quickly its hard to keep up”

c) “ I don’t think I have too many challenges understanding or knowing about what’s out there. I guess, maybe
what’s the best to use for a specific content area/rehearsal technique is a challenge”

d) “I am not the most tech savvy person so utilizing it effectively in my classes is a challenge since I don’t use it too
often myself”

e) “Knowing what the best programs are using. So many directors are hesitant to share.

f) “Making time to research and learn about these new platforms. It’s just hard to balance that time and get that in
given the schedule is already so slammed as it is”

g) “ There isn’t any professional development on technology in our area/subject, really. It’s focused on rehearsal
and pedagogy and most of the experts are older and using technology that we have today isn’t their expertise”

h) “Time. 100%”

i) “Not too many challenges, thankfully”

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2) What challenges do you have with incorporating technology within your classroom/curriculum?

a) “The same, the time. It’s almost impossible to really understand the technology software or app and how to best
utilize it in instruction. Unless it’s a conference or professional development, I just don’t find the time available as
much as I would like”

b) “Whats best for each class and ability level. What is going to serve their needs the best AND being able to
dedicate the time to regularly use it”

c) “Doing more than just videos/recordings. And, just being consistent with it’s usage and being able to develop
the student’s use and learning sequentially like a rehearsal / pedagogical plan”

d) “Explaining it to the kids. It’s hard to explain how to use something to them when they know how to use
computers/iPads so much better than I do”

e) “Selecting the best two or three programs to really focus on and use. It’s the same as resources/chorales/
exercises….there is so much out there and you can’t use it all. Getting the best bang for your buck, so to speak”

f) “Taking the time to really know the program/app inside and out, being able to use it correctly so the student’s
gain the most from it that they can”

g) “Taking the time for each class to have their own plan as it comes to technology/apps”

h) “Running it seamlessly into a lesson”

i) “Using more than just cds and videos”

3) How much of your band budget is used for instruments and how much is used for technology?

a) “We use a few hundred dollars a year to keep up subscriptions on Charms, Apple Music, and Sight-Reading
Factory, the rest is instruments”

b) “Almost all is used on instruments. Outside of tuners and small items like that, it’s all materials/instruments”

c) “We bought a few iPads this year to have on hand. So, I’d say about $1000 bucks or so and the rest is
instrument and music”

d) “All music and instruments I’d say. Except for Charms”

e) “We used a pretty good amount this past year on the purchase of some electric keyboards and software to
use with the marching band. That was about it I think”

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f) “We did buy some tuners and tablets last year for student use. We haven’t used the tuners very much since
the tablets have a tuner app on them though. Otherwise, it’s all instruments”

g) “I have to replenish so many instruments that are old so it’s all instruments - especially low brass and
percussion gear”.

h) “I’d say it’s 90% instruments and 10% other, with tech being a part of that 10%”

i) “ A couple hundred bucks outside of the usual money we spent on Charms, IRealPro, and Finale.”

4) Other than what is provided in your classroom by the county, what materials have you purchased?

a) "Yamaha Harmony Director, big TV in the band hall, a few Apple laptops, and some iPads”

b) “Tuners and some items for the marching band”

c) “iPads and some apps, Harmony Director, Video Screen in the rooms, electric pianos, Finale, Charms, and
Sight-reading Factory, and some midi software”

d) “Not much that’s considered technology”

e) “A few tuners and iPads for the students to use”

f) “Tuners, iPads, Harmony Director, and a strobe tuner”

g) “We actually bought a different sound system to use for the marching band/front ensemble and then a few
electric keyboards”

h) “Just the usuals - Charms, Sightreading factory, a few laptops/iPads”

i) “The Harmony Director and an iPad for me to use in class. Thats mostly it - plus Charms and such accounts”

5) According to your survey, you use the following software/hardware…. Can you tell me about the one
that you find to be the most impactful and summarize how you utilize it in instruction?

a) “Harmony Director, though it’s close with Sight-reading Factory. The Harmony Trainer is used everyday for our
signing and ear training exercises. We use it to discuss how different chord members should be treated
differently in terms of intonation and balance. We used the trainer to demonstrate the differences and how
they sound and should be treated. I also used in to demonstrate lines and as a metronome, but the ability to
changed between just and tempered pitch and chord inversions instantly while doing ear training and
rehearsing is critical.”

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b) “The Harmony Director - we use it primarily for all of our fundamentals work - long tones, drones, and
chorales. We hum chords and those features on the trainer really guide the students in how tempered and just
tuning sound and feel different - depending on the chord tone they might be.”

c) “Sight-reading Factory has been the biggest. We have each students create their own account and then they
can use their phone, iPad, or computer at home to complete different levels each week. We have some iPads
here now too and they can use those if needed. The fact that it records the file is helpful as I can go back and
listen to them myself to assess and give feedback in addition to the scoring from the app.”

d) “Charms - we use it for all of our databases, library records, emails, and student recordings. They have to
complete 3 at home recordings a week and they use their account to record these into them.

e) “Smartmusic has been the biggest computer app/tool for us. We use it for all of our assessment of the
students. They are assigned different exercises or portions of their music and can practice it at various
speeds. The app lets them record and it grades them on the accuracy of notes/rhythm/tempo and then we
can grade them on articulations and musicality. We can upload the music into the database if its not already in
there easily. It has made student accountability and assessment much easier and part of the weekly routine.”

f) “Harmony Director, hands down. I use it everyday to demonstrate lines and building on their listening/ear
training skills”

g) “I used Finale all the time and edit student parts, exercise with it constantly. I have even started a lesson we do
a few times a year where the students compose music on the computers and iPads”

h) “Probably Smart Music and Sight-reading factory - for the same reason. Students can do their pass off work
at their speed the app grades them on the accuracy of their notes and rhythms. Its just easy and quick”

i) “The iPad - I can display everything on it up to the screen, play recordings, use the apps, tuner, metronome,
and even the camera/video…It’s been the best resource this past year, even with virtual learning”

6) Physical and financial logistics aside, how do you wish you could use technology with your classes?

a) “Well, the perfect answer would be a dedicated computer lab for the music department and the ability to take
every class in there on a weekly basis. Since that can’t happen, I would say the ability to use apps on the
student iPads to help facilitate lessons and individual student progress.”

b) “Just so every student has access to the software on a daily basis - in the classroom and out of it”

c) “I wish that every student had their own tablet and on that tablet we could upload apps for all their classes -
including band. Then they would be able to complete and record exercise there that we could view and
assess from a cloud”

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d) “I have 3 years until retirement so I’m just trying to use it some and the best I can to help them. I want the
students to use it to get better and however I can help them do that and use technology is great - since they
are always on the computer/their phone.”

e) “To have the students create - not just creating sounds on their instrument, but creating music. I’d love to have
a lab where we could take the students in to learn more about composition and the basics of theory at a
young age”

f) “In conjunction with the tried and true methods and pedagogy. Just like a method book, it and its software
needs to be used because it’s good content, not just for the sake of using technology”

g) “ In Utopia, having a smart classroom would be great. Computer labs, sound proofed practice rooms, and the
ability to record/assess constantly - both individually and as an ensemble would be amazing.”

h) “ I wish every student had access to a music computer lab and laptop/tablet. There are so many apps and
programs that we could use - even reading their music from their tablet instead of making so many copies of
music and method books, losing it, recopying, etc… Everything about it would be easier, but admins won’t go
for it, not yet.”

i) “For it to work! Too many issues getting things through approval and then synced up is a pain. In all
seriousness, I’d like to have some iPads for my class and then a few computers in practice rooms for the kids
to use.”

7) If the county were to add a benchmark regarding technology, what would you suggest be on there?

a) “That each program have a class set of iPads”

b) “iPads/Tablets for the students to use”

c) “A dedicated computer lab and tablets for the students”

d) “A good sound system and ability to project my computer screen up to the front of the room”

e) “A dedicated computer lab”

f) “The Harmony Director is each room”

g) “Class set of iPads”

h) “A yearly budget for technology just like we do from equipment”

i) “Streaming capability in every room and with all new projectors/screens”

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8) What programs would you ask families to purchase a yearly subscription to? Why so and do you see
any challenges in doing so?

a) “I don’t & wouldn’t ask any”

b) “Our students pay for a yearly subscription to SmartMusic. We use it for individual instruction and
assessment”

c) “Sight-reading Factory to help develop their music reading skills through pass offs on a device”

d) “None”

e) “SmartMusic for their own pass offs”

f) “No”

g) “None”

h) “Sight-reading Factory and SmartMusic so they can work on their own exercise and music”

i) “None”

9) Is there a specific educator that you are aware of who excels at the incorporation and execution of
education technology in the band classroom setting?

a) “Yes”

b) “Yes”

c) “Yes”

d) “No”

e) “Yes”

f) “Yes”

g) “Yes”

h) “Yes”

i) “Yes”

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10) Would you be open to adding music technology only professional development days to our
inservice calendar?

a) “Absolutely, this is a must have”

b) “Yes!”

c) “100% - I hope this happens soon”

d) “Yes, so I can learn more about what to use”

e) “Yes”

f) “Yes”

g) “Yes, please”

h) “Of course, anything to learn and improve my skills for our students.”

i) “Yes. We need some each year.”

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