An examination of one-to-one technology applications and pedagogical strategies in a middle school music program

Abstract

One-to-one computing programs, in which every student in a school is issued a device (e.g., iPad, Chromebook), are rapidly becoming ubiquitous within many educational environments. The technological resources that one-to-one programs provide afford teachers a multitude of opportunities to implement innovative pedagogical approaches in their classrooms and adopt more student-centered practices. The purpose of this single case study was to identify uses of one-to-one technology in an exemplary middle school music setting. The participant taught sixth, seventh, and eighth grade band classes in addition to a seventh grade general music course. He was selected on account of his extensive integration of technology within his classroom. The study examined the variety of digital tools and resources he utilized and their pedagogical applications. Data were generated through two interviews with the participant, observations of seven class periods, and collection of digital ar tifacts. The participant demonstrated substantial use of technology in his instruction, and his students regularly applied their one-to-one devices in the music-making process. Analysis of the data revealed that the teacher used technology to assess students, differentiate instruction, increase student engagement, encourage musical creativity, support autonomous learning, and collaborate with colleagues. This was accomplished using a variety of applications, such as Canvas, GarageBand, Google Slides, Notability, TonalEnergy Tuner, and YouTube. Each of the applications served a clear pedagogical purpose and helped the participant reach his goals and objectives in each of the observed lessons. The participant expressed that the school’s one-to-one technology program has enhanced his teaching approaches and has expanded curricular possibilities within the music program.