Integrating audience response systems into secondary music classrooms

students in grades 6-8 in the local school are not achieving in their music classes.

The proposed area of study is to determine the effects of integrating Audience Response systems (ARs) into music classrooms, with a goal to increase student achievement in secondary music programs. Generally, present-day music classrooms are not well equipped with 21st century technology; yet simultaneously, students have become more reliant and dependent on technology to provide them with information, learning tools, and social communication. The lack of classroom computer resources continues to affect how the students are performing on their music assessment tests; this also affects their testing in Science, Reading, and Math subjects (Milner, 2012).

Audio response system technology has many new products, such as the Apple iPad and the iPod. These devices use animated visual illustrations as well as providing a better audio experience in music classrooms (Criswell, 2011). This research will provide information that could effectively provide a sequence of instructional strategies for improved integration of music and technology in the classroom. Subsequently, it will also address how to engage students in the classroom. As well, this research is intended to provide music teachers with a sequential order of effective steps for the integration of technology, and will address how technology could enhance and/or improve music instruction. Research by Banister (2010) demonstrates how music instruction could improve the learning process; it shows higher gains for the student-learners when iPod and other technology devices are used consistently as an integral part of the learning process.

According to Moss and Lapp (2009), 21st century instructional leaders use Web-based education, multiple texts, hip-hop, virtual activities, practical examples, audio and visual technology, math problems, and even advertisements to improve the delivery of instruction. Using modern technology in the classroom for instruction may be useful in future classes, functioning to: change the curriculum, improve computer literacy, improve testing skills, and lead to evaluation of, and appreciation of the different levels of musical expression that are inherent in many communities and cultures (Moss & Lapp, 2009).

This work will focus on creating project-based learning (PBL) lessons using AR devices in a manner such that students are likely to be intellectually engaged in significant learning. As well, it will provide structure that could allow for student and teacher reflections, and will create lessons that can be readily adapted to the individual needs of learners at various levels. In 2010, Chiong and Shuler's study of children between the ages of three to five demonstrated that using iPod devices in the classroom lead to gains in vocabulary and phonological awareness. Furthermore, outcomes from these types of learning experiences can provide added value to the literacy and curriculum goals in the classroom. As well, they are likely to increase participation in question and discussion activities, provide inspiration for creation of music study guides, and provide essential fundamental components for education in music notation (Chiong, Shuler, 2010).

When technology is properly integrated into classrooms, with the addition of computers and hand-held devices along with visual technology, this will provide intrinsic motivation for students. It is expected that such technology will motivate users to explore as they begin to create, build, and develop their own original music selections and attach their own melody lines and rhythms to already created material or original songs (Chiong, et al., 2010).

As shown by this research, there are various struggles within music classrooms concerning the effectiveness of music achievement. This is due to the lack of music creativity, weakness in interpretation of musical notations, and using visual, digital, acoustic means for performance values, and kinesthetic musical elements (VCS, Music curriculum Mu. 5F.1.1, 2013).

In the 21st century, music created using a variety of modern technologies is a vibrant part of the American culture. The music classroom is disappearing in some states, where there have been attempts to take music technology out of the classroom, and/or to eliminate music classes. Simultaneously however, Roach (2013) found that in other classrooms, technology is transforming the way that the delivery of instruction is presented, ranging from the increased use of video presentations to a classroom use of modern technology.

This transformation could retool and reshape the manner in which teachers deliver instruction. As well, use of technology could ultimately, blend enhanced learning styles into science, math, and other classroom subjects, which could provide a more rigorous learning experience to students. This experience of integrating music technology will enhance forward thinking. It will also provide faster processing and provide much needed feedback to improve creative thinking skills (Roach, 2013). During the music instructional time there is generally not enough engagement to challenge young musicians to think at a higher level. Clearly, with such technology, students who have a deeper comprehension could be encouraged to become able to demonstrate and perform at increased levels of achievement; this is likely to improve assessments and result in higher test scores (Ru-De, 2010).

Background and Justification

This study will take place in a middle school in Southeastern United States and will measure the impact of Audience Response Systems on Net Generation Learners (NGL). Eighty percent of the students enrolled at the test school site qualify for free or reduced-price lunches; two of the three schools qualify as Title I schools. The school's attendance rate is 90%, with 14% of students being absent more than 20 days. The student population is divided as follows: Asian -- 7%; Black -- 55%; Hispanic/Latino - 7.8%; and Caucasian -- 31.1%. There were 45 faculty members employed during the 2013-2014 school year. The school is surrounded by low-income and two-story subsidized housing.

According to Tang and Austin (2009), Net Generation Learners are engulfed by digital media; an increasingly number of devices are being developed because of the high demand from this generation. However, many challenges arise for NGL. For instance, the amount and type of technology used in the classroom could affect how the NGL accept feedback and faculty-driven instructions (Nelson & Hauck, 2008). Higher educational standards, increased student achievement, and technologies for teaching and learning have been identified as particularly challenging for education in the digital age (Rose & Meyer, 2007).

According to Rose and Meyer (2007), the flexibility of new media is a strongly positive learning tool for a diverse group of learners. The digital capacity that has been used to combine and transfer text, speech, and images leads to a more varied palette for communication, one that can accommodate the diverse capabilities, strengths, and weaknesses of the brain (Rose & Meyer, 2007). Incidental, but equally important, factors in using the new digital media educationally are that these methods support teachers in the areas of math, music, geography, physics, and physical education (Sunshine State Standards, 2007).

According to Voiogt & Pelgrun (2007), research data demonstrates that there is a significant gap between the reality and potentials of today's digital instructional classroom technology (ICT) and the availability of such technology in the classroom. Teachers consistently express their willingness, desire, and ability to integrate technology into the classroom (Voogt & Pelgrun, 2007). Promoting effective long-range educational technology planning at both the state and local levels will help ensure effective implementation of new technology. It will also lead to the development and maintenance of accountability measures and tracking procedures that are used to evaluate teachers with respect to: [1] improved technology integration within curricula and instruction; [2] increased ability of teachers to communicate and teach; and [3] improved assistance to enable students to achieve Florida's Sunshine State Standards (Florida Department Of Education, 2011).

In many schools, principals and administrators collaborate with teachers in classrooms, libraries, and computer labs to handle the difficult task of planning for technology integration; these administrators and staff also support distributed and uncoordinated efforts by enthusiastic teachers (Poddar & Rohde, 2012). Music technology that is purchased by district administrators may be limited, given that budget concerns likely supersede any decision by these leaders to provide more technology and professional development to core classroom teachers (National Endowment for the Arts, 2012). Specifically, the choice of the technology should be well thought out and discussed with all stakeholders involved. However, it is important to remember that without an educational focus, the technology in question is only an additional device or tool -- the utility of ARS depends on training educators as well (Gyberg & Hallstrom, 2011).

Referring to integrating technology, Ward (2009) showed that when Instructional Classroom Technology was used, students were more motivated, more creative, and performed at a higher level in all of their core courses. For example, students using a musical instrumental digital interface (MIDI) could use the computer to write their original compositions through a music keyboard, guitar, iPad, and additional midi capable devices. The research showed that students became self-motivated; as well, their interest in their music courses impressed many new students to join music programs that include technology (Campbell, 2007). The increase of the integration of technology and resources from the Internet into the students' learning experiences goes beyond the educational environment in terms of impact (Elmendrof & Ottenhoff, 2009).

In August 2011, research was performed by the Department of Education to evaluate the use of technology in Florida schools (Florida Department of Education, 2011). The Department of Education's research provides data to address how technology is integrated into curricula. The report states that technology integration "which entails the teachers and students seamless use of technology as a tool to accomplish a given task in a disciplined study that promotes higher-order thinking skills" is important (FDOE, 2011, p. 10). The survey results demonstrate that 10% of teachers are actually integrating instructional technology (IT) at a knowledgeable level; 20% of teachers are integrating IT at the middle level (intermediate); and more than half of the teachers are at the adoption and/or entry levels of implementation of technology (FDOE, 2011). Furthermore, there are a number of technology initiatives that will begin implementation of IT, and thus provide further evidence of the increase in Florida's students' future success through technology integration. It is the role of the Florida Office of Technology and Innovation to ensure that every student has access to digital technologies with significant opportunity to obtain the skills necessary to become full participants in the civic, economic, and educational life of the community (FDOE, 2011).

The research problem.

McManis and Gunnewig (2012) stated that many educators and teachers do not effectively integrate technology into music instruction. This lack of proper training for the educators decreases levels of student engagement, productivity, and creativity in elementary and secondary music classrooms. Jacobs (2010) further asserts that students struggle to meet minimum levels of achievement on mandated and standardized tests; because of this, many of the course requirements for graduation are not completed. Due to increasing challenges, teachers may not always integrate ARS technology into music instruction correctly. This is likely because the teachers have not had the proper professional development and/or training to use the ARS technology in a manner that will ensure that students are meeting the standards for achievement in high-stakes testing (Casey, 2007).

A research study was done by the Technology in Education Study revealed that among challenges for investing in information and communications technologies (ICT) is the lack of support given from the school base (Rutowski, Rutkowski & Sparks, 2012). Brock (2009) found that schools need to integrate technology into instructional processes, planning, and professional development, and that professional training should be provided to instructional teachers.

Furthermore, it was asserted that many teachers still avoid and/or lack access to professional development in music technology. The evidence addressing how to provide an enriched experience in the classroom using different technological systems has been limited for years because of the lack of professional training resources (Brock, 2009). According to McKeachie and Svinicki (2011) evidence for improvement via integrating technology to enhance teaching in the arts programs has been scarce in schools.

Therefore, the development of understanding concerning how to support students' problem solving via classroom-based technology has been restricted because of the limited availability of resources in schools and the lack of appropriate teacher-training, not to mention limited availability of expensive advanced equipment (McKeachie & Svinicki, 2011).

The purpose of this research study on integrating technology is to determine whether the integration of ARS technology in music instruction will increase music achievement in grades 6-8. Jacobs (2010) has shown that present-day teachers do not possess adequate training to instruct students effectively using technology. With the increased availability of technology programs in the music curriculum, and with the ease of access to electronic multimedia information, new challenges are arising in all areas. These include data management, retrieval, synchronization, and transportation of large volumes of media-generated data (Syed, 2011).

In the state of Florida, the primary purpose of the Enhancing Education through Technology (EET) initiative is to improve student academic achievement via integration of technology into elementary and secondary school classrooms (Florida Department of Education, 2009). The program is also intended to assist all students in crossing the digital divide, through ensuring every student is technologically literate by the time he or she finishes the eighth grade (Gyberg & Hallstrom, 2011). In support of those key purposes, the EET program encourages the effective integration of instructional learning tools and systems with training and curriculum development at the classroom level (FDOE, 2009). Included with the technology initiative will be four major components: the instructor, the students, technology tools, and course content (McKeachie & Svinicki, 2011). This research is important to address the delivery of instruction in the music classroom, and should provide professional development information, as well as data concerning the correct applications for the use of ARS in the K-12 public school setting.

The Florida Department of Education (2013) continues to support classrooms that provide innovation, technology, and creativity via incorporation of 21st century principals of technology -- this is part of the New Goals Sunshine State Standards (NGSSS) for music achievement. Those standards that are associated with music technology relate to the expectation that educators be deliberate in their delivery of instructional lessons; these instructors should include more creativity in lesson plans, audio response systems, and strive to meet technology standards (FDOE, 2013). This research addresses technology issues -- problems being that technology is not always available; as well, when available, it has not always been properly used in many of the nations classrooms. It is reported that 52% of the classrooms in our nation will not incorporate the social media, music technology, or other networking tools as a part of the learning experience (Finley, 2011). Additionally, there are many challenges to incorporation of instructional technology into more classrooms. Some of these include attitudes of teachers, teachers' level of knowledge about such IT and how to use it as an educational tool, and the skills and beliefs of teachers with respect to technology (Etrtmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012).

Furthermore, there is a problem with student achievement on the Volusia County Music Assessment 5th grade test, which covers an array of music components. This includes: division of beats, Italian tempo names, identifying different styles of music, naming the family of instruments, and listening to beats to match the rhythms (Volusia County Schools, 2013). In order to increase the achievement levels between the pre- and the post-test periods for the Volusia County district music assessment test, technology could improve the educational activities. For example, it could make learning activities much better with visual activities, more colorful drill and practice examples, video resources, and creative music assignments (Creswell, 2011). Music technology can be used in many different ways in the 21st century. These include composing songs, publishing original songs, and performances. With the newest downloads from the internet there are also certain technologies that could transform the approach that teachers use in preparing for the classroom (Milner, 2012). The problem of music achievement in Florida classrooms could be improved in terms of district assessments, participation in the Florida solo and ensemble festivals, and other formative assessments.

Deficiencies in the evidence.

Referring to technology development and planning, Schnotz (2008) stated that although the level of technology is important in practice, basing education solely on 'new innovations' is not an effective way to prepare teachers for usage of technology in their classrooms. Additionally, high-quality training, if used in isolation, is not sufficient to lead to full-scale technology implementation especially in the educational setting (Hohlfeld, Ritzhaupt, & Barron, 2011). For technology integration to occur, teachers need to do more than simply learn about a new tool (Glazer, Hannafin, & Song, 2008). Integrating technology into music lessons can be ineffective if it is not properly used in classroom instruction, and may even generate unsatisfactory feedback in the classroom (McKeachie & Svinicki, 2011).

In previous research, the Florida Department of Education (2013) concluded that in the 21st century, music educators still struggle to be creative in order to improve learning. In particular, when integrating technology literacy, educators and administrators do not always properly select appropriate technology to manage, integrate, and evaluate the use of such technology. As well, it appears that they do not utilize problem solving techniques effectively to build on test taking and performance skills.

Audience

According to Burns (2008), middle school students are growing up with the use of technology devices. Therefore, music technology can enhance and improve lessons in music appreciation, music writing, and preparing for music assessment tests. This quantitative research will help educators further understand the purpose of integrating technology that is purposeful into the music classroom. According to the Florida Digital Educators (2011), integrating technology into the classroom is going to ensure that educators seamlessly use technology as a tool to accomplish tasks through higher order thinking skills within a disciplined study. The most significant thing about the use of IT is that individuals can use these technological tools in varied ways. These include increased productivity, promotion of creativity and collaboration, provision of music simulations for lessons and virtual music lessons, as well as providing probes and graphing approaches to increase student achievement (FDOE, 2013). Chapter 2: Literature Review

The literature review in this research is focused upon the proposed area of study - determining the significance of different learning theories and their effects towards integration of Audience Response Systems into music classrooms. The goals of using ARS are to improve student achievement for music assessments, performance evaluations, and to increase successful learning of the core components for the NGSSS. The introduction begins with a discussion of the low achievement rates of non-technology usage for assessment. The second section addresses the effectiveness of 21st century technology. The third section focuses on the significant differences between participant attitudes and feelings concerning the need for professional development and the potential effects of music technology integration.

Using Music Technology Systems to engage student learning

The application of ARS in education can be useful to teachers, and provides a framework for planning technology-based activities and lessons. According to Bruff (2009) it is not unusual for music specialists in elementary and middle schools to be called upon to use music devices such as iPods, iPads, and virtual music programs as a vehicle to teach language arts, social studies, social skills, and (less commonly) science and math. Science teachers in particular tend to use more technology in their lectures, such as the use of modern films, as well as applying technology in lab courses when possible. Therefore, according to McKeachie and Svinicki (2011), the course content using modern technology in music has to be effective and appropriate so that students can use music assessments to align with other core curriculum subjects.

Teachers have to use different strategies to utilize technology during classroom instruction and plan ahead considering students interest(s), learning needs, and the relative placement of students' abilities (Department of Education, 2010). This can be done effectively using ARS to engage learners to demonstrate mastery of the materials. McCormick (2010) suggested it is as important to ask about the evidence of learning as it is to look at the results of surveys or tests administered to students.

Bruff's (2009) research determined that the use of ARS was more effective with learners, as opposed to long classroom lectures, students copying material from the chalkboard, and utilizing worksheets. Some elementary and middle school teachers do not yet know how music concepts can be utilized through other subjects to increase student achievement; others see that beneficial interdisciplinary goals can be established and realized through the integration of music across subjects (Bruff, 2009). McKeachie and Svinicki (2011) revealed that students entering higher education have already used technology on a daily basis, interacted in virtual classes with students abroad, joined various social networks, and have had extensive experience surfing the web.

The K-12 music curriculum and the classroom experience should reflect these trends in technology; those learned skills will be important to be successful in the workplace and beyond. Therefore, students will benefit from the exposure to and usage of technology and arts resources (McKeachie & Svinicki, 2011). Davis (2007) explored ways to get a "community of learners" to expand their range of possible learner outcomes (p. 301). According to Davis (2007) an effective way to provide teachers with learning situations in technology is to provide support for applications of new technology, and to provide effective curriculum plans.

In the targeted school district there is a problem with sixth -- eighth grade music students being retained or continuing in the music programs. As well, there is a need to demonstrate innovation and technology knowledge in terms of computer- assisted music instruction. These factors are important to enable students to achieve passable scores on the music assessment test (Volusia County Schools, 2013). In this research, the problem is that technology has not been properly used in many of the nations classrooms. It is reported that 52% of the classrooms in our nation will not incorporate the social media, music technology, or other networking tools as a part of the learning experience (Finley, 2011). Additionally, there are many challenges to incorporation of instructional technology into more classrooms. This includes the existing attitudes of teachers, their level of knowledge, and their skills & beliefs about technology (Etrtmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012).

Furthermore, there is a problem concerning student achievement with the targeted schools Music Assessment 6th grade test. This test covers an array of music components including: division of beats, Italian tempo names, identifying the different styles of music, naming the family of instruments, and listening to beats to match the rhythms (Volusia County Schools, 2013). To increase the achievement levels from pre-test to post-test for the music assessment targeted school district test, technology could make the activities for learning much better with visual activities, and more colorful drill and practice examples, video resources, and creative music assignments (Creswell, 2011). Music technology can be used in many ways in the 21st century: composing songs and publishing original songs and performances. With the newest downloads from the internet, there are certain technologies that is transforming the approach that teachers are using to prepare for the classroom (Milner, 2012).

The Essential Technology devices integrated into Music

According to George (2012), computers, smart phones, digital pianos, and wireless networks should offer a tool for teachers and students in the classrooms. The process of showing and recording music notes on monitors and projector screens further engages student's responses and allows for more teacher creativity within the lessons. Therefore, according to Smaldino, Lowther, and Russell (2012), discussions have taken place in and out of the classroom concerning technology devices. These devices should increase student achievement when properly applied to learning tasks that involve drill and practice. The goals of technology engagement should provide adequate feedback for improvement throughout the year.

In order for technology to increase student achievement, there should be more than a dominant paradigm of traditional teaching methodology. The approach should also include concrete examples of activities using constructivism and technology to allow students to build knowledge, to think, and to learn (Jonassen, Peck, & Wilson, 2009). The research of Jonassen et al. (2009) demonstrated that learning with technology provided many attributes of meaningful learning: [1] authentic learning; [2] cooperative learning; [3] constructive learning; [4] active learning; and [5] intentional learning. A strategy that could be incorporated is to consider methods commonly used for instructing learners of a verbal generation; this requires the instructional tools of the Net Generation to be applied effectively in the classroom. This will provide an educational milieu that is less restricted by verbal instructions and low-quality graphs (Tang & Austin, 2009). Software creativity tools provide individual expression for music, graphics, animation, home design, script writing, and many other artistic pursuits by removing many of the higher-level technical skills required for entry activities. Specifically with music learning, technology is opening new doors to musical creativity and expression, accessible to the non-performer and non-reader of traditional music notation, which may be termed as the "Garage Band phenomenon" (Williams & Webster, 2009).

Social Networks in Music Education

The development of social networks has substantiated the ongoing pursuit of future trends of technology integration, software capabilities, and is creating present and potentially future discussion (Finley, 2011). If districts continue to deny the integration of technology into their educational institutions and school districts, the percentage f the nation's classrooms that do not use modern technology will continue to rise past the current approximation of 52%. The technical abilities that come through use of social media devices will be critical to learners in the 21st century; 75% of adolescents are already online inside and outside of the classroom (Finley, 2011, p. 15).

At the onset of digital citizenship and technology operations, there will be challenges and difficulties. Once new technologies are incorporated, there will be more support given for teaching with technology (Polly, Mims, and Persichitte, 2012). Also, high expectations for the uses of technology have grown; there should be more collaboration geared towards creating curricula that will include technology. As well, more scaffolding is needed to create more educational topics that involve using digital devices; the nature of the programs that are used in the classroom has to be purposeful and meaningful (Polly, Mims, and Persichitte, 2012).

The Theoretical Framework should align with the NGSSS and should cover these areas: [1] teacher's knowledge of technology; [2] resources within the district to fund technology initiatives; and [3] professional development for leaders. Smaldino, Lowther, & Russell (2012) stated that integrating technology into the classroom should increase student achievement by providing steps for classroom teachers that will assist them in creating better lesson plans that will be meaningful and productive (p. 37).

Becker (2013) revealed that there are many student learning styles; analytical necessities have to be considered in the design of the technology framework. This is because the lessons will engage more participants more fully through the use of technology initiatives; the lessons should be able to incorporate a variety of teaching strategies that will increase student achievement. Parents, administrators, and school personnel should be prepared to identify what the various learning styles are, and how to meet those needs through research, collection of data, and monitoring student habits. This will contribute to developing the proper design for technology decisions (Becker, 2013).

The 21st century music classroom includes a large preponderance of students who are heavily involved in social media. This population is still to some extent age-related, with perhaps fewer 'grade school' students having all of the i-phone/i-pad type personal equipment that is the case for older, high-school students. However, the wide availability of 21st century technology, such as utilizing audio response systems in the classroom, will be an advantage for instructional delivery, particularly for students familiar with the use of mobile devices to communicate with other people (Vinciguerra, 2012). The connections between the audience of learners and the selected literature will further assert relevance for leaders to make good-conscience decisions on technology integration into their organization (Gyberg & Hallstrom, 2011).

According to Smaldino, Lowther & Russell (2012), there should be a lot of emphasis placed on the selection of learning objectives. These objectives should reflect goals, allow learners to be focused and to stay engaged during instructional time, and could provide many drill and practice simulations to improve musicianship skills, music symbols, and composing. The effective use of educational technologies should include: [1] tools that help teachers with the implementation of technology; [2] concepts that will be developmentally attainable for student learners; [3] the assurance that teachers will be provided with professional development to implement the technology into the classroom; and [4] careful planning so that the lessons will be aligned with the assessments and goals of the music curriculum (Lilla, Susan, 2012). The connection between integrated technology and analyzing learners is that well designed lessons begin with the interest of students and then move on to new material. Use of IT also involves students with practice techniques that provide immediate feedback; IT also can make it easier for the instructor to assess students' understanding by providing relevant follow-up materials and activities (Smaldino, Lowther, and Russel, 2012, p. 38).

With the integration of the ARS into the classroom, technology will be a communicative strategy that should provide support to the emerging learners. The first goal is to promote growth within the program of comprehensive music knowledge that has been identified in the Sunshine State Standards for Music. The second goal is to create group and individualized learning goals and to monitor individual student growth. The final goal is to manage the content literature of music assessments during the pre-test period (Chih, Laura, Cherng, Junn, & Blocher, 2012).

Leis (2012) revealed that many teachers are still uncertain about using technology resources. Most of this research revealed that, in fact, classroom technology (in the grades studied) was rarely used to guide the instructional process, improve audio & visual presentations, or to enhance instructional activities. Technology in the 21st century is a pivotal resource tool for teachers in the classroom that will provide added resources, differentiated lessons, and more advanced technology skills once fully implemented. In addition, Considine (2009) stated that school-aged students, early college level adults, and young and seasoned educators are revolving through their own daily experiences of using technology in the digital era of iPods, blogs, Facebook, Twitter, and YouTube. The latter also has a huge variety of educational programs that make the current era truly a huge potential opportunity for targeted learning experiences.

Continuing in that direction, there was a near revolution of modern technology use during the campaign of President Barrack Obama, particularly as compared with the campaigns of his opponents. Much of the advertisement was geared to a younger generation that was heavily supporting the change of a new America (Considine, 2009). The next point is that many technology devices are being used in inter-personal communications between family members or between friends, including individuals from around the world, especially given the relative lack of geographical limitations. Indeed, at present, modern devices are used more frequently for entertainment than for educational purposes. New digital experiences have completely fostered new innovative and creative technology techniques for utilization of Audio Response systems. These could readily be used for audio instruction, instructional design, music components, and instructional guidelines (Considine, 2009).

If educators integrate technology properly and effectively in the classroom, there will be improvement in achievement levels. Furthermore, if used correctly, the Technology Integration Matrix (TIM) will provide data and guidelines for teachers to evaluate their specific curriculum. The TIM also provides additional strategies for improvement (Allsopp, Hohlfeld & Kemker, 2007).

The ASSURE model is a learning style that has many advantages for educators in terms of developing instructional technology, writing lesson plans, evaluating the levels of technology, and how they are being used in the classroom, and 'unpacking' the common core standards. ASSURE is a mnemonic for a six-step educational process: A = analyze the learner; S = state objectives; S = select media and materials; U = utilize media and materials; R = require learner participation; and E = evaluate and revise. If this model is properly implemented into the curriculum, it should provide effective formative assessments (Smaldino, Lowther & Russell, 2008). The assessment components should be an important factor for evaluation of the achievement levels. If properly utilized in the classroom, the ASSURE model could provide adequate technology designs for both classroom instructions and student learners (Smaldino, Lowther & Russell, 2008).

Jacobs (2010) revealed that in the new technology age, many students of the 21st century could potentially be new creators of future technology such as in movies and/or other media industries. Other possibilities include collaboration with many branches of the entertainment industry, such as musical culture recordings, and producing and/or using media technology in a variety of different ways. The 21st century technology is also part of the nationwide drive to enhance science, technology, engineering and math (STEM) education, such that use of modern equipment in music classes will likely enhance students' work in their other classes. Furthermore, there could be more career placement incorporated in schools to provide examples of possible career fields for students who are engaged in technology, media creation, and digital videos (Jasics, 2010). If there are problems with instructors' fuller engagement with technology for classroom standards, teachers have to be given more professional development and training with curriculum development and use of 'advanced' equipment (Black & Steinkueler 2009). As well, classrooms using modern IT must have support from an educated support staff in case of equipment difficulties. Hiring and/or having such a support staff on stand-by is another educational cost that must be factored in, along with the advanced training for educators.

Black and Steinkuehler (2009) stated that "much of the criticism for anything digital comes from long-standing fears and misunderstanding of technology and youth culture. He stated that there was also "a fear of what kids are reading and writing, or whether they are engaged in such practices (p. 238)." The research in this study will consider possible behaviors of learning that will increase student achievement through the possible scenarios of integrating technology. Gorski (2009) suggested that educators should find ways to strengthen the training and knowledge of those teachers who do not presently support using technology devices during instructional time. This lack of development time for teachers could ultimately hinder career success for students in the global community. The use of technology in the 21st century should demonstrate the role of a social network system that will be an important part of how technology increases and contributes to global awareness (Wilmarth, 2010).

The applications that will be provided for instructional goals will be important to meet the standard(s) of the state assessments in the area(s) of computer literacy, social networking, and web site designs. These topics are also important to communicate with parents (Wilmarth, 2010). The curriculum guide will be instrumental in setting goals that can provide examples and objectives to the classroom teachers, to further assert technology strategies, introduce higher order techniques of computer utilization, and to foster ARS that will provide instant feedback (Gorski, 2009).

Technology uses skills in the classroom that will be a great enabler for teachers, and should provide strategies to create better lesson plans for the integration of technology into the classroom (Nasbitt, 2008). Professional development should be provided for newer teachers that need to implement technology, as well as older teachers who may be less familiar and/or comfortable with technology. Additionally, research suggests that the information that is provided in the classroom really is dependent on the teacher's knowledge of the subject matter (Tamin, Bernard, Borokhovski, Abrami, & Schmid, 2011). Teachers should be given at least ten to twenty hours of professional training to learn new technology for classroom instruction; this will provide them with best practices for instructing changes. Levels of implementation of music notations, drill practices for virtual rhythms, using varied activities of tempo changes, and recording responses through the audio software should increase achievement (Barnett & Mark, 2010).

According to Barnett & Mark (2010) students live in a world surrounded by technology. Because of this, teachers will have to collaborate with other professionals that are using technology to create educational activities that will engage the students. Furthermore, those professional learning communities will provide ample projects such as: [1] those aimed at attaining reflections and feedback on lessons; [2] those known to enhance knowledge and usage of technology; and [3] those with the possibility to encourage students to be creative with enhanced technologies (Gerard, Varma, Corliss, & Linn, 2011).

The work of Yelton (2008) revealed that when teachers are provided professional development, then the scope of the lessons could be more effective and could allow students more techniques to enhance their success. Furthermore, there continues to be a gap between the everyday usage of technology by students, such as iPads, iPods, and computers, and what is being used in their classrooms. It is likely that students observe the differences between their personal use of digital era technology and traditional music instruction (Upitis, 2013). The level of confidence students have in their own performances may start to decrease because of this disconnect from the use of popular music, digital driven instructions, and technology components. According to Byo & Cassidy (2008), in many organizations stakeholders can become challenged by the 21st century nuances, which could potentially create developmental problems with self-esteem. However, if technology is used in the developmental process it could reduce isolation, and build confidence with music educators and students.

The application of the common core competencies in music technology could provide adequate guidelines for instructions such as: music production, technology-assisted learning, electronic music instruments, multimedia, productivity tools, lab and classroom management, and music-notation software competencies (Yelton, 2008). The goal should be to encourage leaders to provide professional development in the areas of technology, with evaluation of knowledge of applications using software, and keeping current with the music programs. When properly integrated, professional learning opportunities could be beneficial and effective in the learning process. This could further provide high-ordered technology questions and discussions for students to understand music applications (Killon, 2013).

Shortfalls in funding that affect the abilities of teachers and schools to purchase technology, and the costs of securing new software (not to mention the inherent learning curve) has created challenges for many classrooms. In some cases, teachers are using alternative educational approaches, such as working to provide classroom activities through the iPod, iPad, and computers as resources (Killon, 2013). In the 21st century classroom iPods and other portable devices are used daily in and out of the classroom. This can be an added benefit to the learning process, as many of the devices have the capacity to store music songs, performances, and student music projects (Rudolph, 2008). With the popularization of video game systems and the Wii phenomenon (using controllers with body and dance movements), as well as virtual online systems, technology use in society and businesses have raised expectations of many individuals.

Academic achievement will be possible if every child's needs are met; however, the teacher must remember that what worked for one student may not always work for another student. High expectations will be set and instructions have to be equitable, focused on means that show gains in learning and in meeting testing and/or educational standards. Student achievement is important and vital to educators; for this reason, it is both essential and important to create learning communities that will focus on effective means of teaching students (Brown, 2010).

The components that should be essential during this process: [1] providing interaction for teachers; [2] encouraging student engagement derived from the growing and increasing opportunities for e-based learning; and [3] information technology exchange, linked to the classroom environment, and providing links where possible between K-12 education and potential future college courses (Nora & Snyder, 2009).

There are many different types of approaches to learning styles. However, if professional development is structured and followed correctly, then student test scores and assessments should be increased (FDOE, 2011). The 'Social network' has changed over the last ten years, with the emergence of Podcasts, Web 2.0 technologies, Blogs, Twitter, Professional Networking and Google, as well as Facebook. Many search engines also exist that are a platform for instructional resources (Oliver, 2010).

Whenever 21st century students use electronic devices in the classroom, it may be assumed that such activities will be considered to be 'fun' and rewarding. This is because there is likely to be less personal tension when the student is using a technology device, as compared with having to sing aloud or perform on an instrument in front of others (Upitis, 2013). There are various ways to implement technology, and many educational approaches to use devices in the classroom to improve instructional objectives. However, goals have to be clear-cut and attainable; each goal should have more than one skill-level, so that younger learners will advance, and gain musicianship awareness through the university level (Meinz & Hambrick, 2010). According to Gaunt (2008), digital communication tools, when properly introduced to students, may reduce isolation, fear, and performance anxiety; thus such tools have potential to assist young musicians to reach a heightened level of development.

Furthermore, teachers with the proper professional development will have more opportunities to encourage students to be more creative; this may result in students being less dependent on the instructions of the teacher (Gaunt, 2008). The music industry has been using iPad's to create, write, produce, and teach digital and recorded music to thousands of people. Apple has been the most popular and effective product used by musicians with over seventy percent of clients globally (Perry, 2012). When utilizing music software or applications (apps) to engage students, there is a technique that has to be used to communicate through certain devices. One example is MIDI, and most Apple products are readily compatible with MIDI as compared with other devices (Perry, 2012). There should be a substantial amount of professional development provided for educators. Research supports that many components of teaching should be given in advanced professional development courses for instructors. One suggestion is that at least ten hours of professional development should be provided on new concepts, technology initiatives, and also for New Teacher orientation (FDOE, 2011).

According to Okojie-Boulder (2006) integrating technology into the classroom is not a one-size-fits-all or concise methodology. This researcher provided information that supports the use of professional development for new teachers; professional development can improve the instructional delivery of new technology components. Professional development should continue to build communications from one teacher to another; thus, using Professional Learning Communities to grow for a teacher will enhance and build on techniques that should be used in the classroom (Boulder, 2006).

According to the Florida Department of Education (2011) Professional Development (PD) is so important that there is a protocol in place to ensure that Florida schools are complying with the legislature in this regard. The purpose of teacher PD is to: [1] increase the instructor's knowledge of modern, workable education methodology; [2] enhance student achievement; [3] prepare students for continuing education and the workforce; and [4] enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum. The area(s) addressed in this evaluation model should assist teachers with learning, local planning, and implementation as relevant to the Florida statutory requirements. These legal guidelines are set to ensure that administrators and teachers are implementing the techniques of learning; additionally they provide follow-up support for professional learning communities (FDOE, 2011). Other types of PD should be included from the district level, such as coaching and mentoring; these PD activities not only provide assistance to new teachers, but also increase the chance of support for higher learning activities. The use of PD programs should continue until all educators are able to provide adequate and successful instructions.

The electronic instruments to be used in the music classroom have a connection port that will be utilized to transfer information from one instrument to the other. This can also create melodic structure that can be evaluated immediately, providing a platform for assessment for both the teacher and the student. These devices provide accuracy to the composer, infrastructure to create a variety of different timbres and tone colors, sequencing parts to stack for clarity of orchestrated songs, and also free up time from the usual handwritten form of composing that is comprised of limited rhythmic patterns, and limited arrangements (Perry, 2012). For many youngsters, technology has become more than a significant part of their everyday routine. Students often use more than one electronic device daily, depending upon the age bracket as well as the socio-economic background(s) of the students. Older students may use more than three devices daily, with some students using laptops to finish class assignments while calling and/or texting friends from their Android or i-phone. Students are more likely to have a laptop in their book bags than regular bound-and-printed school books, for example. In one poll, sixty seven percent of students polled indicated that they were likely to use some form of digital technology. On the secondary level, digital devices are being utilized to study for quizzes and practice tests (Perry, 2012).

To have a positive experience integrating technology into the classroom, the instructor should be knowledgeable of the types of devices that connect to a Mac or PC computer. The instructor should also be comfortable with projection connections and wireless network applications. Research demonstrated that student engagement was effective with the use of multiple devices, music apps, and Airplay. The instructor must also be prepared to 'trouble-shoot' such equipment, and to handle its classroom use quickly and efficiently. As the writer stated "compared to other platforms, Apple has more quality music apps available for its mobile operating systems" (Perry, 2012). Technology has become a source of positive impacts on higher education; the influences that hand-held devices and technology have had is encouraging as these devices should improve their learning environment.

The integration of Technology-rich learning environments (TREs) into the classroom should assist teachers with an array of support for classroom instruction. This could effectively provide many examples that include goals and objectives for technology implementations (Lajoie & Azevedo, 2006). Through methods outlined in Enhancing Education Through Technology (EETT), the changing educational milieu has as a primary purpose to provide professional development to teachers; a second important goal is to ensure that technology is modernized in the educational process. As well, the EETT programs have technical capacity goals for improvement throughout the state of Florida. Additionally, the federal government has designed programs to improve technology-related educational development, providing support for technology funds and research development (U.S. Department of Education, 2010). The theoretical framework that is being conveyed is that knowledge, attitude, skill, values, technology frameworks, and methodologies would be the foundations of the technology principles (Potgieter, 2013).

As has been noted, learning activities and assessment activities were linked to learning outcomes and assessment standards; these were included in the evaluation study. The researchers tested the participants; based on those findings, they concluded that the particular components of technology education should be comprehensive enough to engage learning, provide rigorous lesson plans, and to integrate policies that could strengthen technology education programs (Potgieter, 2013).

According to Morrison (2011), for new theories to work within the current format of instructional delivery, each experience of teaching and learning should utilize the techniques appropriately to fit the pieces of the puzzle together. Within those experiences, appropriate decisions about the needs of each component should be evaluated, reviewed, and assessed to determine if there were any learning gains. One consideration is the level of student engagement and the impact that this may have on the student's future educational development (Nora & Synder, 2009).

According to Poitras, Lajoie, & Hong (2012) music students can apply knowledge learned from a previous activity to another situation. This fact could provide added value to both the lesson and to the classroom activities in a manner that enables the student to embrace other philosophies of music. Once we embrace the new technology and implement it into the lessons, students will be more engaged to follow the same learning style in other class subjects such as Math, Science, and Reading (Nora & Synder, 2009). Educational emphasis should be placed on expected outcomes of lessons; also, emphasis should be placed on the manner in which each lesson will impact the students as well as the instructor.

The Interactive Classroom

There should be more educational engagement in utilizing tools in the classroom that learners currently use at home, work, libraries, and community centers. Jacobs (2010) stated that there is likely to be a strong connection between students and educational materials that will increase student achievement when 21st century tools for the interactive classroom are utilized. These will correlate with the current technology devices that are continually used by 21st century students. The iPad has many advantages for the interactive classroom; one suggestion is that many of the lessons could be used to demonstrate effective means to create musical scores that can be read by others and performed in class. These recordings should provide a high level of interest and excitement for students; they will also develop continuity in the music performance realm. Student performances can be enhanced through the various features that are available in 'garage band' on the iPad.

The Florida Department of Education (2009) asserts that the music teacher's technology plans for instruction should identify the appropriate types of technology that will be needed to meet both state and district standards for music programs that participate in enhancing education through technology. Integrating technology into a classroom requires many approaches, starting with the fundamental training of teachers, the investment of funding for the equipment, the initial set-up of music software per technology device, and the common core technology assessments (Florida Department of Education, 2009).

The State of Florida believes that digital audio recordings are an important part of the evaluation process for state assessment music auditions. This is equipment that will be needed to record various soloist, ensembles, and group performances by students; these methods can not only enhance student achievement, but also improve evaluation so that it is fair and unbiased evaluation for placement in state level performances (Florida Band Association, 2012). Whatever the need is for increasing student achievement in music, many tools have been designed to keep students interested. These include a transition from the former lecture style of teaching, with PowerPoint presentations, to using digital recordings and visual aids from the internet that should provide more details in their graphic presentations (Gorski, 2009 ).

A critical part of music education in the 21st century is formative and summative assessment of instruction both through classroom evaluations, stage performances, and during state performance evaluation events (U.S. Department of Education, 2010). "Educators have to continue to engage students in utilizing tools that could be useful for technology implementations, and also that could provide instrumental techniques or vocal performances through audio, visual, or live performances" (Thaxton, 2013, p. 14). The appearance of audio recorders is on the horizon; digital audio recorders have made it possible to record lessons and activities to capture student data, creative vocal and instrumental data, and to listen to solo and group performances (Criswell, 2009).

An audio recording is an effective evaluation tool for assessing student knowledge. This is enhanced by the emergence of certain music programs such as: 'Garage band', 'Audio Logic', and 'Protools'. There are essentially five basic categories that drive music technology: [1]recording and distribution technology; [2] performance tools; [3] learning and practice aids; [4] music production software; and [5] music creation products (Criswell, 2009). The main purpose of using this technology in the classroom should be to enhance instructional delivery. This will allow students to pursue more highly structured activities, some of which might be designed through Digidesign's Pro-Tools, instrumental sequencer, and prerecorded audio loops that students should be able to create on their own (Criswell, 2009). Music and technology have such a great impact on society that many devices are being created to completely use music as their major selling points. In the 21st century, professors are relying more and more often on technology for delivering assignments or to allow parents access to grades and assignments. In some cases, as much as eighty-four % of class information is posted on a class syllabus online, along with updates through parent and student portals (Criswell, 2009).

With the implication of the developmental process for planning a highly structured technology curriculum, setting goals, and integrating technology into the classroom, there will be an increase in student achievement. To that end, professional development in using modern technology will be beneficial to all teachers (Smaldino, Lowther, and Russell, 2012). The research will be used as a resource for teachers to enhance their instructional delivery, curriculum, and increase their levels of understanding technology integration.

The Yamaha music company has distributed hundreds of programs throughout the country to enhance music classes with full service keyboards that are specifically designed to operate with computer instruction (Music in Education, 2009). An advantage to this type of instruction is instant feedback from the teacher via headphones; student's responses can be heard through the headphone portal as well as being seen on the computer screen. This type of interaction could be significant to the learning process, as it will provide immediate feedback, and provide instantaneous corrections as needed for incorrect rhythms. As well, the computers themselves may display a response for incorrect patterns or rhythms (Carter, 2009).

Audio instruction is one technological delivery process for instruction. The audio design should provide examples during the instructional process, especially if teachers use it properly (Carter, 2009). Whether the approach comes from a systematic view of education, or from a more descriptive detailed common core standard seeking to foster more technology within the classroom, there should be more focus on student-learning gains to assess the use of classroom devices (Carter, 2009).The work of Azevedo & Feyzi (2010) suggests that there are certain types of behaviors for most learners. In many cases, the old-fashioned 'lecture courses' fail to completely engage learners, particularly concerning topics that are complex and/or are related to historical events. Introducing meta-cognitive tools regularly should enhance student knowledge, particularly concerning the impact that technology has made on history (Greene, 2010). The classroom use of computer technology has become embedded into many educational projects throughout the United States; when properly integrated into the lessons, there is a chance to enable students to continue to progress to higher levels of goals, objectives, and activities (Florida Department of Education, 2009).

According to Poitras, Lajoie, & Hong (2012) an environment or culture that consists of new devices requires technology-driven instruction. This requires drill and practices for virtual simulation exercises. For the music classroom it should provide music notation systems and technology-rich learning activities. These will provide adequate formative and summative assessments to increase student achievement. Without proper professional development of teachers, many of the initiatives to increase music achievement might present challenges for the 21st century classroom. This is because, without advanced training, the delivery of instruction is not always effective. Educational techniques should be based upon a knowledge base of the instructional objectives and goals of the curriculum (Poitras, Lajoie, & Hong, 2012).

The influences of technology in the 21st century on the classroom continue to provide advancements for teachers that will enable them to enhance and improve lesson implementation. With properly focused lessons geared towards technology usage, this could allow students more time to utilize music programs that could enhance their classroom experiences (Jacobs, 2010). More influences could come from performers, artists, and popular musicians that have impacted the music society through the use of media, social networking, music videos, writing songs, computer tracking and recording layered tracks, garage band sessions, audio-logic sampling, and the music Notate program (Jacobs, 2010). The main goal in every classroom should be to utilize tools that are designed to meet the needs of the students. As well, a classroom goal should be to provide resources that can impact the learning experience and provide skills that will empower students and make better world citizens in society.

Research Questions

The following are four research questions that are being used to guide this study.

1. How did Professional Development encourage the use of technology devices in the classroom, as measured by the longitudinal survey design and the quantitative survey?

2. How has Audio Response (AR) technology improved music students' achievement in the music classroom, as measured by the scores of the music students in Volusia & Palm Coast School district?

3. What are the advantages of integrating technology and AR systems into the music classroom, as measured by an adaption of The Synchronous Technological Administration Methods instrument, and one-on-one teacher interviews?

4. What are the disadvantages of integrating technology and AR systems into the music classroom, as measured by an adaption of The Synchronous Technological Administration Methods instrument, and one-on-one teacher interviews?