Digital Technology in the Elementary Music Classroom

This is a guest blog post by Elizabeth Lawrensen, who serves as the lower school music teacher at Chattanooga Christian School. Elizabeth is a tech-savvy teacher and I knew she would have good tools to share!

Using digital technology in the music classroom can be very rewarding, giving students ownership over their own creativity with the vast array of free music technology that is currently available. In my music classroom, I use both education-specific technology as well as free online software and websites available publicly. Different websites or applications have different benefits as well as disadvantages for the classroom. It is important to know what your goals are as well as what your students' level of proficiency is with the device they are using.

Here's a non-exhaustive list of the digital music technology I use in my classroom, and a perspective on the benefits/disadvantages for elementary school students.

1. Audiotool



Audiotool is a free online DAW (Digital Audio Workstation). It contains various free samples available for use in a library, and can be sample-based, loop based, or can utilize your own tracks. Audiotool is set up like a physical workstation, with software pedals, synths, and drum machines that mimic actual physical hardware. For this reason, Audiotool is a lot of fun to work with, but also can be a challenge to explain to younger students with no previous experience with signal flow works and what different devices achieve in terms of sound modification. When teaching Audiotool, I have usually begun with explaining what samples are, explaining loops, and then teaching one of the basic drum machine modules on the app, called "Machiniste." "Machiniste" is a drum machine with the ability to import samples from the Audiotool sample library, which is sourced and uploaded by other users of the online app. Users can sequence samples on each beat or sub-beat using a grid. The grid allows 16 samples per measure (one per sixteenth note) for multiple instruments.

Usually, I challenge students to choose a kick, snare, and a cymbal or clap first and make a "classic" drum beat before going crazy. I explain how if you want a kick to happen on beats 1, 2, 3, and 4, you need to click squares 1, 5, 9, & 13.

Another great aspect of Audiotool is that you can open public projects that other artists have created and work on their projects directly in the app. This can be a great learning tool to see how other artists have used the workstation to make a certain sound.

Disadvantages of Audiotool include:
A pretty high learning curve for those with no experience in sound production. Samples are not filtered- if students search for inappropriate language, it could come up if someone has uploaded a sample containing that word. Recording original audio needs to happen in a separate module outside of the main app, making Audiotool ideal for sampling and looping.

2. SoundTrap


SoundTrap is another free online DAW. This is much more ideal for original recording, and while it is free, if students are using a school email, their account will be deactivated after a trial period because the educational license is not free. While I enjoyed using this website, for its basic capabilities, I did not find the price of $249/year for 50 students to be an efficient use of my budget as I only used the website for a one-quarter elective.

SoundTrap is free for non-educational users and makes it easy to record directly into the web application with your built-in computer microphone. It is also easy to set up midi through your computer keyboard or an external device.

SoundTrap can also use samples but is not as sample oriented as Audiotool. When choosing between the two, I prefer Audiotool due to it being consistently free for students to try and use.

3. Noteflight


Noteflight is a free online software for musical notation. It can be a tool students use to practice basic notation and learning how to translate ideas into sheet music for others to play. I sued this software at a limited level with fourth-grade record students. The students appreciated being able to hear their own compositions played by the computer player on various software instruments. At the end of our short song-writing unit, I used Noteflight to print a mini-book of student composition for each class.

4. Odogy


I used this website to "test"/"play a game" on recorder during the second half of fourth-grade music. After students know most of their notes, they will be able to choose basic songs and be able to play along with the computer on known songs. I input students' names, then they can choose the song they would like to play. Songs can be modified for tempo, etc. The fingerings for recorder are displayed on the left while students play the song chosen. The notes light up as students play into the computer microphone. For each note played correctly, the note will show a fire symbol. Notes not played correctly will turn red.

This "Game" became a competition of sorts this year in music class. Students would be motivated to beat the top score on certain songs or see if they could get 100% correct. This is a great way to encourage both solo playing and to build confidence in recorder playing in the form of a game.

Five Educator Groups for Technology Integration

Recently I've been thinking about technology integration and I read this article https://ondigitalmarketing.com/learn/odm/foundations/5-customer-segments-technology-adoption/. While this article is not talking about eduction, the labels of the 5 segments of technology adopters resonated with me as I daily work with teachers helping them integrate technology into the classroom.

The article suggests "not everyone will adopt a disruptive idea despite obvious benefits." The article then quotes the research of Rogers to place adopters of technology in the following segments (my thoughts follow each label as it relates to what I see in education:

• Innovators - These are the people that actually thrive in change and long to be change-agents because they are not convinced the status quo is what is right, or best, or easiest, or (fill in the blank). Innovators are often alone in their convictions and because educational systems change very slowly, they are often very frustrated with the day to day of educating. My definition of innovation has always been "the point where need intersects with passion under an umbrella of creativity." Innovators don't always use technology to get a job done but those that do are often seen as risk takers or rebels. For some administrators this is seen as a good thing and for others it is terrifying. The innovative educator is willing to fail, they have an open mindset, and sometimes have to be corralled back into the fold for the good of the whole but innovators need opportunities to try things. As a rule, there are very few innovators in a school building. In fact, I bet the 2.5% mentioned in the article is just about right for educators that are innovators in a school system. 
• Early Adopters - These are the ones that are willing to take a risk and even feel comfortable with learning things on their own to understand things better but they aren't necessarily the ones out their looking for the cutting edge thing to change their classroom. They are the ones that once they hear about it they think "YES! That's what I need." Early adopters have a strong influence on the other educators in their building. Because they are often seen as individuals that understand technology easily, others are watching to see how they react to new technologies. Early adopters tend to look at technology as a way to teach differently instead of trying to fit a technology into the way they already teach. 
• Early Majority - These are the educators that are obviously a bit slower in adopting the idea of change in the classroom but being followers, they look to the success the innovators and early adopters have had and decide to join the party. The early majority often feel they are not equipped to use technology but rarely take the initiative to learn more on their own without clearly laid out resources at hand. The early majority's success or failure with new technology is often in direct correlation to how well they feel that technology fits how they teach and how often they are willing to try to use it. The early majority often feel they need hand holding and support but tend to thrive once they truly understand the capabilities of the technology.
• Late Majority - These educators are the ones that do not really want to change but feel they must either because they are being told they have to or because they realize their lack of change is making things harder for themselves. These are the skeptics among us. The ones that fear that "next year there will be something else you will want us to do instead." These are the ones that may not truly believe that technology integration is what is best for the students so unless they are "forced" they do not adopt or adapt. These educators often don't feel equipped to "take on" technology but they don't take advantage of growing themselves in that area either. These are the ones that panic when something doesn't go right and truly appreciate and expect great support. The innovators, early adopters, and early majority really have little impact on the thinking of the late majority adopters but the late majority adopters often give a balance to the early majority and innovators in discussions. When I "win over" a late adopter it is like Christmas morning for me. These are the educators that sharpen me to know my stuff and be able to justify my reasoning for tools. 
• Laggards - These educators are the ones that either vehemently oppose all things technology or strongly believe (and maybe rightly so) that they can teach their classroom just as well without the use of technology. The laggards are the ones that will refuse to follow set norms in a school about technology usage in either an intentional and/or unintentional way. There is often something in their life that makes them fear the technology. These educators often do not have much influence upwards due to being viewed as closed-minded. 

Obviously each segment of technology adopters bring value to the conversation of what is best in the educational setting. Each group presents a balance to the others that often leads to a more acceptable medium adoption rate of mass technology rollouts at schools. I believe schools need representatives of all segments to best meet the needs and have a pulse on the community the school serves. 

I often find it interesting how educators can move from one segment to another based on the technology being rolled out, the grade level of their students, and the subject matter curriculum they are teaching. Unlike the article, I have found that age doesn't necessarily place a teacher in certain segments. Some of the most amazing technology integrators I have seen have been over the age of 55. I do think the receptiveness to change is the biggest indicator. And the truth is, as a rule, education systems do not change quickly. You could walk into almost any school in the U.S. today and see rows and columns of desks with a teacher in the front just like you did in the 1800's. Education is built on tradition. Educators are often the type of people that thrive in routine. It's the nature of their world. 

I believe education as a whole has changed more since 2010 and the advent of the mobile device than in any decade in my lifetime and dare I say in my father's lifetime as well. I also believe with the constant growth of educational technology towards smart software, quick assimilation of data, streamlining of basic tasks, and the ability to personalize learning more easily we will see the average classroom continue to wrestle with the exponential change opportunities out there. I truly wonder what the education system will look like for my grandchildren one day. Will it be better or worse? More sterile? More active? Less relational or more relational? Will certain schools stand firm in the idea of traditionalism and what will that look like for those students? 

She's More Than a Filled Seat in Your Seating Chart

That student sitting in row 2 seat 7 was up all night worrying that she might have a diabetic low in her sleep and slip into a coma. She's there in your classroom after a sleepless night with a disease that makes her feel like she's on a rollercoaster this week. She's drained, her concentration ability is lacking but she fears missing school for getting behind and doesn't want to be alone at home and not have someone to notice if her blood sugar drops unexpectedly like it has been for the last 3 days. She's coping.

That student sitting in row 5 seat 2 is hungry. Maybe it's her own fault because she waited until the last minute to get out of bed so she didn't eat before school, maybe she has an eating disorder and won't eat like she should. Or maybe there just isn't much food at the house. Whatever the reason, her hunger makes it hard for her to concentrate and her growling tummy makes everyone else giggle. She fake laughs along with everyone else about the growling but the truth is just under the surface- she's hungry when she comes to school on a very regular basis.

That student in row 7 seat 7 heard her parents arguing with her big brother way after everyone should be in bed. She felt the tension in the family. She felt the animosity of her sibling. She just wants everything to be ok in the family but she laid in bed last night realizing things just weren't right in her world. She wonders what the future looks like within her family dynamics. She fears. She comes to class insecure and quiet.

That student in row 1 seat 3 forgot to take her ADHD medication this morning. She's trying so very hard to follow along in the lesson but the bottom line is that it is super hard. She really is trying to use her skills she has learned to stay focused but today, it just doesn't seem enough. School seems exceptionally hard. Life seems exceptionally unfair. She has to spend a large portion of her day sitting at a desk being still when everything inside of her needs movement. She thinks school isn't for her. She can't wait to get out so she can do the things she is good at.

That student in row 4 seat 6 is excited about going to the jump park with her friends after school. It's her birthday and she's been waiting on this Friday for 3 weeks. It's going to be such an amazingly fun time to be with her friends. Every chance she gets, she and her friends are discussing and planning the evening- she's even secretly messaging them on her device instead of paying attention to you when she should. She just wants this school day to end! She tells herself she'll do better on Monday at being engaged in the classroom but today all she can think about is her birthday party.

That student in row 3 seat 1 has a Grandpa that has cancer. He's at home, down the street and she sees him on a regular basis but everyday she wonders when will be the last day he is around. He is an important part of her life. Losing him will be hard, even though she knows death eventually happens to everyone. It makes her think about life, living, death, and the beyond. She gets a little morose and feels disconnected to those around her because "caring" hurts sometimes. To you, she seems hard and bullyish, really she's just trying to make sense of her world.

That student in row 6 seat 4 has a secret. Last night her mom got taken to jail. It was bound to happen, the mom will do anything to support her drug and alcohol addiction. Your student doesn't want anyone to know- she feels ashamed that this is her family. She doesn't understand that sharing with someone might help her deal with things better. She is slipping into a state of depression. She asks, "why was I born into THIS family?" Things that once mattered don't matter anymore. She's not sure why things have changed and how to make it any different. She's just existing yet she always feels anxious.

In the above scenario, in each row there is one child struggling with significant life events- some good, some bad, some "normal" but all have the ability to change the dynamics of their learning opportunities. In the above cases, every one of the thoughts came from someone in my immediate or extended family. The "real life" of our students touches us all.

Every day our students come into our school buildings living a life beyond your classroom walls. While school is a large portion of a student's day (school learning/events, etc takes up anywhere between 50- 60% of the average students daily "awake" time), their out of classroom experiences have a magnified effect on their learning potential for any given day. Let us be mindful to see our students as individuals each day. Let us show grace, forgiveness, even some tough love, and help students find a path to success- not just academically but also emotionally and personally. Let us teach the whole child by knowing the whole child. Let being an educator never just become a "job" for us. Let us strive to be difference makers in spite of and because of all the extra issues.

Are Brain Breaks All They Are Cracked Up To Be?

As I discuss in the video in this post, after attending multiple days of learning at ISTE 2015 I realized it was impossible for me to go from one session to the next for three consecutive days and get the most out of my ISTE experience. My brain was exhausted by the plethora of new information in a short amount of time. As one person on Twitter said, "it's like learning by firehose" and I would totally agree with that analogy.

This post is in direct response to my experience. How often are we, as educators, guilty of not letting our students have brain breaks? Sometimes our students need different things from a break: energized, calmed, or just focused. The video below will give you some real world solutions to help add brain breaks in your classroom no matter what age group you teach!

       

Bringing Tidbits Home From #ISTE2015

As I look through all the things I learned about at ISTE 2015, here is my top list of "MUST USE ASAP" options. Some of these are "where have you been all my life" type things, others are "Wow, that answers issues I've had for a while," still others are "now that is filling a need I see on a regular basis!"

www.photosforclass.com

HERE IT IS! A filtered safe place for teachers and students to go search for photos for presentations and the citing information appears at the bottom of the photo at download! No more

excuses-seems safe, effective, and the database seems sufficient. We spend time teaching our students how to cite work proficiently, this helps!  

Math Shake iOs App

Math Shake - Problem Solving Through Word Problems- aimed at 9-11 year olds, but great for any student that struggles with learning how to discern the needed versus extraneous facts in a problem in order to solve. There are six levels to meet 6-14 year olds needs!

1 Second Every Day iOs phone app

This app appeals to me as a teacher that wants to record the awesomeness of my school year and to share with my parents. You take one photo/video a day of your choice and at the end of the year you have a chronicle of your school year to share with others. What parent wouldn't enjoy seeing their child's "second grade journey"? I am definitely going to use this to chronicle my tech coaching opportunities throughout the school year. It will allow me a unique way to show the positive technology integration being done at my school for the stakeholders to see.

TOUCHCAST

Touchcast is a video studio and editor. A Touchcast video is web browsable and alive. It has green screen and teleprompter capabilities. I plan on using it this year to create some instructional "how to" and "look at this!" videos regarding educational technology.

RWT TimeLine App

RWT TimeLine app is a timeline app that "allows you to create a graphical representation of events or processes sequentially along a time line." What I like about this app is that it has a "drag and drop" function if something is added out of order and you can add images as well. I've been in search for a great timeline app for a while- I think this one may be the answer. Free in iTunes store.

www.educanon.com

www.eduCanon.com allows teachers to flip classrooms or share video instruction interactively! At any point, a video can be stopped and assessed for understanding. "Use video to differentiate and engage, promote self-paced learning with pause & rewind."

www.newsela.com

Common core means building reading comprehension with non-fiction reads. Newsela meets that way for your classroom and allows the easiest way to differentiate I have ever seen. Pick the students reading level for a daily news article and go! Current events just got intentional.