The topic of my innovation plan is project-based learning; more specifically, project-based learning with technology integration in the music classroom. While I already include blended learning within my classroom, I have been looking for a new way to motivate and engage students who are more reluctant to participate within the music classroom. This is what led to me to choose this as my innovation plan.  The project will allow students to connect to their community and things that have meaning to them; something they can relate to. It will be incorporated over approximately two years, starting off with a test group to see how well it works and get feedback for a stronger implementation. My hope is to convince the other elementary general music teachers to begin implementing project-based learning district-wide. My goal is to increase participation and motivation among my students as they connect music to their lives for lifelong learning.

What Research Says

            Project-based learning has many elements which include significant content, 21^st century skills, in-depth inquiry, driving question, need to know, voice and choice, critique and revision, and public audience (Smith, 2015, p. 26). In his book, Blended: Using Disruptive Innovation to Improve Schools, Horn (2015) states that “project-based learning focuses on helping students explore real-world problems and challenges in a dynamic, engaged, active way” (p. 55). It can take play either online or offline and is used to inspire students to delve deeper into their subject of interest. Project-based learning in the music classroom can increase student engagement and aid in community connections (Tobias, Campbell, and Greco, 2015). Wagner (2016) states that it is a great motivational tool that can “build meaningful connections that students will carry for the rest of their lives” (p.15). Based on research findings, project-based learning motivates and engages students, builds 21^st century skills while also giving students choice and voice through authentic learning environments.

Global Lessons Learned-What Worked

            Many things can be learned from past and present technology initiatives. Based upon research, schools that provide the same device for all students have found more success in their initiative than schools that use a BYOT (bring your own technology) program (Fritschi & Wolf, 2012). This provides equity for the students giving them all the same access. It is important to have proper infrastructure to support technology use and stakeholder support.  These lead to positive growth for ICT programs (So, 2015).

Global Lessons Learned-What Could Have Been Done Better?

When strong leadership, a clear vision, and goals were not in place, school technology initiatives quickly failed (Chambers, 2014). Looking at the Los Angeles Unified School District (LAUSD) initiative, it was clear to see that there was not a shared goal or vision. A clear vision and goals are important to have when trying to implement any ICT project. Within two years, the district canceled its contract with Apple and the initiative failed due to not following Apple’s guidelines for deployment (Chambers, 2014).

Applying These Lessons to My Innovation Plan

Strong leadership and a clear vision will lead to a successful project-based learning with technology integration in the music classroom initiative. This vision must begin with support and professional development for all teachers involved. Gulamhussein (2013) explains the importance of meaningful professional development that is ongoing can support teachers. Teachers should be provided with modeled examples, be involved in hands-on activities, and be given time for reflection and creation. Teachers should also be given initial training and continue to have ongoing training to properly incorporate project-based learning within their classrooms and be confident implementing a new teaching style. Hylen (2012) discusses the importance of communication with the district IT department.  This communication is important so that students are not restricted from collaborating with each other as they create and develop group projects. Teachers cannot implement project-based learning without the proper resources and reliable internet access.

With these factors above in mind, my goal is to provide ongoing professional development for our elementary music teachers so that they will have the confidence and support to implement project-based learning in their own classrooms. Our district is already in the process of implementing a 1:1 initiative which will be beneficial to this innovation plan and the needed infrastructure will already be in place. I will need to revise my innovation plan to include adjustments from what I learned through this research and looking into more professional development opportunities for project-based learning. I will also be adding in additional goals for a stronger initiative that will benefit both students and teachers.

References

Chambers, B. (2014, August 28). L.A. cancels iPads-in-the-schools program: a failure of vision, not technology. Retrieved from: http://www.macworld.com/article/2599988/lausd-ipad-cancellation-is-a-failure-of-vision-not-technology.html

Fritschi, J. & Wolf, M. A. (2012). Turning on mobile learning in North America. United Nations Educational, Scientific and Cultural Organization, 1-54.

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from https://www.academia.edu/28440314/Teaching_Effective_Professional_Development_in_an_Era_of_High_Stakes_Accountability_READ_THE_REPORT_Center_for_Public_Education

Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.

Hylen, J. (2012). Mobile learning in Europe. United Nations Educational, Scientific and Cultural Organization, 1-47.

Smith, C. A. (2015). Collaboration: “It Takes a Village” using project based learning for a music program. Bluegrass Music News, 66(4), 26-28.

So, H.-J. (2012). Turning on mobile learning in Asia. United Nations Educational, Scientific and Cultural Organization, 1-33.

Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life: Enacting project-based learning in music programs. Music Educators Journal, 102(2), 39–47.

Wagner, B. (2016). Engaging All Students: Tools and techniques to reach different types of learners in the music classroom. Bluegrass Music News, 68(1), 14-15.