INTEGRATION OF MUSIC TECHNOLOGY IN

URBAN CLASSROOMS

LEON C. BAKER
GRADUATE SCHOOL OF EDUCATION, TENNESSEE STATE UNIVERSITY
CURRICULUM & INSTRUCTION: EDUCATION TECHNOLOGY
EDCI 5750: INSTRUCTIONAL SYSTEMS DESIGN
DR. NICOLE ARRIGHI
  My project is to investigate if the use of music technology in middle school ELA and
math classrooms improves student engagement and student achievement in urban
school districts. Professionals have reflected that music technology is an intricate
part of the learning process. It was suggested that I should investigate end of grade
assessment scores to act as a capstone to a year of learning. I would also perform a
literature review to research the topic of benefits of music technology to determine
how and why education professionals integrate music technology in their
classrooms. The findings could result in the understanding of 21 st century
pedagogical methods that work best in urban middle school classrooms. Literature
research resources would include classroom case studies, state assessment data, and
PROJECT professional/graduate thesis proposals. I would analyze the results in my
investigations present findings to school districts, sate leaders, and several non-profit
organizations that focus on STEM in at risk schools.
STATEMENT
 I am invested in this project because I serve students in urban/at-risk classrooms, and
I strive daily to create diverse, fun, and productive learning environments through
music and technology. My project could identify new methods for improving student
engagement and student achievement in the urban classroom. My goals are to bridge
learning gaps in urban schools who through training and modeling will improve their
student learning data in a year’s time. And professional development courses will be
conducted outside of the scope of the capstone project course.
 Discover information about the implementation of music
Discover technology general and special classrooms.

Apply data collection, examination, and communication

Apply skills.
PROJECT
OBJECTIVES
Experience presenting data using Nearpod and Zoom learning
Experience platforms.

Collect findings that could support urban/at risk schools

Collect through pedagogical training.
TOPIC  Does music technology improve student
achievement and engagement in urban,
general education classrooms?
QUESTION
 Does music technology increase student
achievement in K-12 general education classrooms
in urban school districts?

Do urban school districts receive enough federal

OVERREACHING and state funding to support and prepare students
QUESTIONS for music technology courses and career fields?

What systems and techniques project positive

student engagement and achievement in a music
technology classroom?
  The research setting for this study is 36 students from 3
different Metro Nashville middles schools. Each school will
be a Title I school located within Nashville, TN, speaking
125 languages. In 2021, the population of students is 82,082,
RESEARCH with a demographic of students who are 40.3% African
SETTING American, 29.31% Hispanic/Latino, 25.95% White, 4.08%
Asian, 0.21% American Indian, and 0.15% Pacific Islander
(Metro Nashville Public Schools, 2021).
  This study is significant to urban school districts because of
SIGNIFICANCE low student achievement data measured through TCAP
scores and classroom observations. This is significant
OF THIS because urban school districts have historically projected a
trend of low test scores and graduation rates.
STUDY
  Limitations within this study include music programs and
school districts that were significantly impacted by COVID-
19. The number of participating schools may be low due to
LIMITATIONS individual school leaders’ views and the lack of culture
awareness.
  This qualitative research utilized in this study gathers non-
numerical data (McLeod, 2019). Qualitative research is a
combination of interpretive and realistic approaches to the
RESEARCH specific research subject (McLeod, 2019). Researchers
observe people in their familiar environments, aiming to
DESIGN understand the contributions they bring to their spaces
(McLeod, 2019). The qualitative approach explores how
and why people behave a certain way within their
environment (McLeod, 2019).
 The participants in this study are 6th, 7th, and 8th grade students in 3
math classes, 3 ELA classes, and 3 music classes made up of 12
students each. The total number of students is 36 and are from urban
zoned areas within Nashville. Student race will be chosen randomly.
Each school will consist of two students with IEPs and two students
who are considered to be non-traditional music students (NTM). This
PARTICIPANTS & study will not include English Language Learners.
SAMPLING
METHOD The participants will be selected using purposive sampling. In this
method of sampling, participants are placed in groups (6th, 7th , 8th
grade math, ELA, and music classes). Purposive sampling is used to
identify informative cases that highlight individuals’ knowledge and
experiences that includes expression and opinions (Palinkas, Horwitz,
Green, Widsom, Duan, & Hoagwood, 2015).
RESEARCH PLAN

 The researcher plan is for general education teachers to be observed twice every 9 weeks of the fiscal academic
school year. Teachers will model their best pedagogical styles that support students during instruction. Teachers
will also incorporate music technology in their planning and instruction collect student behaviors, engagement,
and growth. At the beginning of the school year, teachers will set a quarterly and year academic goal for their
participating students. This data will be reviewed at the end of every quarter. After each quarter review, teachers
will continue to internalize and modify their curriculum to be support student in a music technology integrated
classroom.
 The researcher will also conduct interview, surveys, and observations throughout the academic school year.
Observations will take place during school hours. Interviews and surveys will be conducted virtually. These
instruments will determine the effect music technology has in the classroom. All data conducted will be completed
at conclusion of a full academic school year.
 Overarching Questions Data Source #1 Data Source #2 Data Source #3

Does music technology increase student achievement in 9 Teacher Interviews 6th-8th Grade TN Ready Math & ELA Scores

urban school districts? Students

   

 
Observations
DATA
 

Does music technology support and excel middle school

TN President of National Association for Music

Educators:
Parent Surveys 1 Metro Nashville School Board

Member: COLLECTION
students in urban school districts?    

  Interviews Interviews

   

  Education Program Director of Nashville African 6th-8th Grade ELA and Math Music Teacher Interviews

  American Museum of Music: Teachers

   
What pedagogical styles support students in a music
Interviews Observations
technology classroom?
 
 
 
 
  The researcher will analyze data by using observations,
interviews, assessment scores, and surveys. These data
sources will then be compared across classes and schools to
DATA determine any trends. This process includes coding data
that is the most relevant in the research. In addition, 21st
ANALYZATION century technology has eased the categorizing process for
the researcher (Wong, 2008).
INSTRUMENTS : TEACHER INTERVIEW SAMPLE
Teacher Interview
1. Describe the place of music technology in the overall educational program?
2. Describe your experience using technology with Special Education students?
3. What are your hobbies that may influence your planning?
4. In what extra-curricular activities did you participate at the HS and college level?
5. What role do you think reading and writing have in the general music curriculum?
6. How will you incorporate music technology in your classroom?
7. Summarize a list of software programs and other technology you have mastered.
8. What is the rationale and role of music technology in the middle school curriculum?
9. How do you feel about students who are considered non-music students?
10. How would you structure a music classroom of the future?
INSTRUMENTS: STUDENT INTERVIEW SAMPLE

Student Interview

1. What technology devices do you use at home?

2. What technology devices do you use in class?

3. Does music help you succeed in your general education courses?

4. How does music make you feel during your learning?

5. Are you interested in pursuing music in high school and/or college?

6. Do you think music technology help you complete in-class assignments?

7. Does your teacher use music technology during your class time?

8. What helps you concentrate during a test?

  Participants who have not been enrolled in
one specific school for 30 consecutive
days or more will alter the data depending
on results gathered from progress
monitoring. The role of the research will
be to collect data in a consistent manner
ETHICS across all schools and classrooms and
maintain a positive relationship with the
research study participants. Participants
who do not speak English, have state
established learning and behavior plans,
and have physical disabilities will be
considered for future studies.
STORYBOARD
  The results of this study are important to urban school districts
who strive to maintain high student achievement and
engagement in the classroom. Integrating music technology in
the classroom can be a great tool to apply in math, ELA and
other classrooms. This method of instruction can motivate
students, create successful learning environments, and increase
informative and formative assessment scores. The teaching can
be improved by normalizing this method of instruction across
CONCLUSION school districts and providing each district with the proper
funding/training to equip every school, teacher, and student.
 Future research can be instituted in using controlled music
technology during standardized tests. Music can stimulate the
student’s brain as well as calm the student’s brain to focus and
apply learned skills. This idea can also support students with
learning disabilities. The cost of integrating music technology in
every classroom may be reasonable at all levels.
REFERENCES

 Berk, R. A. (2008). Music and music technology in college teaching: Classical to hip hop across the curriculum. International Journal of Technology in Teaching and Learning, 4(1), 45–67.

 Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology nursing forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547 

 Du Bois, W. E. B. (1968). The souls of black folk; essays and sketches. Chicago, A. G. McClurg, 1903. New York :Johnson Reprint Corp., 

 Harnish, R. J., Bridges, K. R., Sattler, D. N., Signorella, M. L., & Munson, M. (Eds.). (2018). The use of technology in teaching and learning [eBook edition]. http://teachpsych.org/ebooks/

 Mcleod, S. (2019). Qualitative vs. Quantitative Research. Simplypsychology.org; Simply Psychology. https://www.simplypsychology.org/qualitative-quantitative.html 

 NAfME, (2017). Leading the Way with Music Technology. Retrieved from https://nafme.org/leading-way-music-technology/ 

 Open Data. (2021). Metro Nashville Public Schools. https://www.mnps.org/opendata

 Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
https://doi.org/10.1007/s10488-013-0528-y 

 Parasiz, G. (2018). The use of music technologies in field education courses and daily lives of music education. Universal Journal of Educational Research, 6(5), 1005-1014.

 Rosen, D. (2013). Utilizing music technology as a model for creativity development in K-12 education. Proceedings of the 9th ACM Conference on Creativity & Cognition, 341-344.

 Wong, L. (2008). Data analysis in qualitative research: a brief guide to using nvivo. Malaysian Family Physician : The Official Journal of the Academy of Family Physicians of Malaysia, 3(1), 14–20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267019/ 

 Walsh, E. (2019). Using technology to enhance instruction and learning in the music classroom. Master Theses. 568. https://digitalcommons.liberty.edu/masters/568