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Negotiating Identities: Music Teachers, Technology and Professional Development

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S. Alex Ruthmann

on 28 November 2013

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Transcript of Negotiating Identities: Music Teachers, Technology and Professional Development

Negotiating Identities:
Music Teachers, Technology and Professional Development

S. Alex Ruthmann Julie Ballantyne
UMass Lowell University of Queensland
Introduction...
Three Cases...
Catherine
Amy
Andrea
in-service teachers
Prior Literature...
Context of Study...
Catherine
Andrea
Amy
Method...
Discussion...
Implications & Future Directions...

Explore open <----> closed dispositions

Content of technology professional development in pre-service vs. in-service

Extending models of professional development
Musician
, Teacher and
Technologist
identities

Previous research focuses on dichotomies and musical identities in pre-service teacher education

Technological choices and identities
Experienced teacher (> 10 years)
Director of Music, private secondary metropolitan school
Strongly agreed in seeing herself as:
educator, musician, music educator, music teacher, music scholar, ensemble director, conductor & teacher
Strongly agreed others saw her the same way
7 years teaching experience
Primary music teacher with no fixed classroom
Studied computing and music as teaching subjects
Strongly agreed in seeing herself as:
educator, musician, music educator & music teacher
Strongly agreed that others saw her as:
music teacher, teacher, & educator
Week-long intensive Technology in Music Education course
14 students
- 4 in-service, 1 studio teacher, & 8 pre-service, all of whom had completed a BA or BMus
Explored new and emerging technologies for students' creative music making
Students completed 3 projects of choice
Daily reflective journals and reflective short talk
5 weeks after course: 2000 word reflective paper & a Unit of Work, with completed student exemplar
Participants
9 (of 14) students chose to participate (3 in-service & 6 pre-service)

Data Collection
All course artefacts, including project files, reflections, papers, and online interactions
Instructor notes
Music Teacher Identities Questionnaire
Follow up semi-structured interviews
ISME 2012 - Thessaloniki, Greece
Defining "identity" and "teacher identity"


Developing "music teacher identity"
musician-teacher orientation

self-efficacy as a "musician" & "teacher"


Socialization and occupational identity
Technology in music education

Challenges for music teachers

Issues of professional development

Disputes around educating "digital natives"
Andrea
Self-described "traditionalist"
High self-confidence in ability to use technology
Low confidence that technology has value in primary music teaching
Discussion of multiple contextual barriers
Catherine
Learned most of her ICT skills "on the job"
Seeks technology for its relevance
Course was a "turning point" in moving from mimetic uses of technology to creative uses with students
Does not like one-shot PD in music technology without the time to develop new skills and classroom applications
Sees herself as a kinaesthetic learner & drawn to iPads
Most inspired by the new social supports and possibilities to engage with music ICT beyond class time
Experienced teacher (> 10 years)
Traveling music teacher to multiple rural schools
Strongly agreed in seeing herself as:
educator, music educator, music teacher, & teacher
Somewhat agreed that others saw her as all of the musician and teacher identities.
Amy
Gravitated toward projects that utilized video-edited musicianship and use of the iPads
Lived in Brisbane during course and took projects home to try with kids
Discussed changing her practice from the beginning
Sees herself as a teacher first, but a musician at Eisteddfod time as an accompanist
Data Analysis...
Co-analyzed and coded one participant's case for consistency and reliability
Applied that process to analysis of four further cases
Analysis conducted simultaneously in person and mediated via online document collaboration tools (Google Docs)
Co-author 1 = internal contextual perspective
Co-author 2 = external and Australian perspective
Beijaard, Meijer, Verloop, 2004; Beauchamp & Thomas, 2009
Ballantyne, 2005; Wagoner, 2011
Mark, 1998; Pellegrino, 2009
Austin, Isbell, & Russell, 2012; Isbell, 2007 & 2008
Hare, 2003; Spiegel, 2012
Prensky, 2001; Bennett, Maton, & Kervin, 2008
Full transcript