1. Capstone Presentation: Creating an Online Choral Community Collaborative Lauren A. Hemmings July 15th, 2013 Kennesaw State University Masters in Instructional Technology Program Entry: Fall 2012 Advisor: Sherri Booker

2. Introduction: Capstone Rationale Chorus classes are often based on a traditional teacher-lead model, however today’s student needs student-centered authentic learning opportunities Choral directors complain that they rarely have opportunities to incorporate technology in their curriculum because of: time demands class sizes unavailable resources class management

3. Introduction: Capstone Rationale Technology, if implemented effectively can enhance any curriculum- even chorus (Richardson, 2010) Administration will not cease to expect to see students using technology hands-on in the chorus classroom Choral directors, among other teachers, often need support to effectively implement lessons and projects using technology with limited time, large numbers of students, and limited resources (Knight, 2007) Choral directors are often the only teacher of their content area in their school promoting limited opportunities for collaboration

4. Problem and Questions How can we effectively address technology use in choral classes with limited time, large numbers of students, and limited resources? How can we model, facilitate, and support teachers in using technology best-practices to engage students in quality online learning? How can we model, facilitate and promote collaboration among teachers, students and schools using technology?

5. Capstone Plan Plan: Through a teacher and Instructional coach (IC) partnership, design, develop and implement an online choral community collaborative creating learning opportunities for students while implementing new strategies for technology use in the choral classroom.

6. Capstone Plan: Objectives Assess teacher and student attitudes and feelings regarding online learning, communication, and collaboration Design a website to house modules, lessons, media, resources, and a sharing space/blog Provide support to a new choral director with technology integration Establish norms and guidelines for BYOD, the solution for large numbers and limited resources Collaboratively, with mentored teacher, create higher- order-thinking modules/lessons that are choral-standards- based and project-based

7. Capstone Plan: Objectives Collaboratively, with mentored teacher, monitor and support an online sharing space/blog Model and promote digital citizenship using digital online collaboration and communication mediums Scaffold mentored teacher use of online tools and the online environment Assess teacher and student attitudes and feelings regarding online learning, communication, and collaboration Provide a model for creating an online choral community collaborative for other interested music teachers

8. Evaluation Plan Teacher pre- and post-surveys PREPOST

9. Evaluation Plan Student pre- and post-survey PREPOST

10. Evaluation Plan Observation Instrument

11. Capstone Experience Description Design of the Online Platform Four modules Each module includes choral standards-based objectives, tasks, media, WebQuests, links to outside resources Projects using Web 2.0 tools Blogs for sharing and discussion Assessment rubrics Printable/downloadable documents (BYOD) Technologies: Online learning platform Weebly BYOD Web 2.0 tools Blogging/online discussion forums

12. Capstone Description: Deliverables A website promoting collaboration in the choral community

13. Capstone Description: Deliverables Four online modules based on the choral standards and the NETS-S

14. Capstone Description: Deliverables Two shared file location, class blogs, within the Weebly site where comments and monitoring have been activated

15. Capstone Results Teacher initial survey results Teacher final survey results Student pre- and post-survey results Observation instrument

16. Teacher Survey Results Trends identified from the pre- and post- survey comparison: BYOD ready Online learning ready Support for coaching Raised comfort levels “This experience has expanded my knowledge and skills beyond my expectations when it comes to integrating technology into my choral classroom.” -Collaborating Teacher

17. Student Results: Question 1 On a scale of 1 to 5 where 1 is “not at all prepared and 5 is “very prepared”, after participating in the online activities this semester, how prepared are you to participate in online discussions with your peers? (Likert scale)12345

18. Synthesis: Question 1 Pre implementation, 0% of the student sample at Pine Mountain and 0% of the student sample at Tapp were “very prepared” to participate in online discussions with their peers. Post implementaion, 70% of the student sample at Pine Mountain and 30% of the student sample at Tapp were “very prepared” to participate in online discussions with their peers. This shows a change of +70% for Pine Mountain and +30% for Tapp. Inference: the capstone experience successfully increased student preparedness with participating in online discussions with their peers. 

19. Student Results: Question 2 On a scale of 1 to 5 where 1 is “I did not learn anything I did not know” and 5 is “I learned a lot”, how much did you learn about the choral standards in the online environment? (Likert scale)12345

20. Synthesis: Question 2 Pre implementation, 10% of the student sample at Pine Mountain and 0% of the student sample at Tapp reportedly “learned a lot” about the choral standards in the online environment. Post implementaion, 40% of the student sample at Pine Mountain and 60% of the student sample at Tapp reportedly “learned a lot” about the choral standards in the online environment. This shows a change of +30% for Pine Mountain and +60% for Tapp. Inference: the capstone experience successfully increased students’ positive dispositions regarding their learning of the choral standards in an online environment. 

21. Student Results: Question 3 On a scale of 1 to 5 where 1 is “I did not enjoy it” and 5 is “I enjoyed it very much”, how much did you enjoy interacting with students in chorus at another school? (Likert scale)12345

22. Synthesis: Question 3 Pre implementation, 50% of the student sample at Pine Mountain and 60% of the student sample at Tapp reported, “I will enjoy it very much”, with regards to interacting with students in chorus at another school. Post implementaion, 70% of the student sample at Pine Mountain and 80% of the student sample at Tapp reported, “I enjoyed it very much”, with regards to interacting with students in chorus at another school. This shows a change of +20% for Pine Mountain, and +20% for Tapp. Inference: the capstone experience successfully improved attitudes towards interacting with students in chorus at another school. 

23. Student Results: Question 4 When reflecting on your learning experience in using new technologies, on a scale of 1 to 5, how beneficial is BYOD to your learning? (Likert scale)12345

24. Synthesis: Question 4 Pre implementation, 10% of the student sample at Pine Mountain and 10% of the student sample at Tapp reported that BYOD is “very beneficial” to their learning. Post implementaion, 70% of the student sample at Pine Mountain and 60% of the student sample at Tapp reported that BYOD is “very beneficial” to their learning. This shows a change of +60% for Pine Mountain and +50% for Tapp. Inference: the capstone experience successfully improved student attitudes towards the benefits of BYOD use in relation to their learning. 

25. Student Results: Question 5 On a scale of 1 to 5 where 1 is “not at all confident” and 5 is “very confident”, after using BYOD in the online activities this semester, how confident are you with using BYOD in the future? (Likert scale)12345

26. Synthesis: Question 5 Pre implementation, 50% of the student sample at Pine Mountain and 20% of the student sample at Tapp were “very confident” with using BYOD in the future. Post implementaion, 80% of the student sample at Pine Mountain and 70% of the student sample at Tapp were “very confident” with using BYOD in the future. This shows a change of +30% for Pine Mountain and +30% for Tapp. Inference: the capstone experience successfully increased student confidence with using BYOD in the future. 

27. Reflecting on the Capstone Project Deviations from the plan: Number of modules developed and implemented Survey delivery Observation instrument Obstacles and barriers Time constraints Permissions Schedule conflicts Other variables

28. Reflecting on the Capstone Project Knowledge, skills and dispositions acquired Recommendations Personal growth as a technology facilitator

29. References International Society for Technology in Education, (2013a). ISTE standards for coaches. Retrieved from https://www.iste.org/standards/standards-for-coaches https://www.iste.org/standards/standards-for-coaches International Society for Technology in Education, (2013b). ISTE standards for students. Retrieved from https://www.iste.org/standards/standards-for-students https://www.iste.org/standards/standards-for-students Knight, J. (2007). Instructional coaching. Thousand Oaks, Ca: Corwin Press. Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Ca: Corwin Press.