students who are instructed using technology and those
who are not? Second, how does using technology such as
the interactive whiteboard affect learning in the elementary music classroom?
To answer the first research question I collected pre and post test data from my fourth grade students. The pre-test data of both groups showed a similar mean. Then one group received traditional instruction while the other received instuction using technology. The post-test scores showed that the group receinvg instruction using technology tools scored much higher. The mean of scores from the group with tranditional instruction was 29.15, while the mean of scores from the group with instruction using technology was 36.47. After running a t-test of independent samples I rejected the null and determined that the instrurction unit that included technology made a significant difference in the test scores. To answer the second research
question, I interviewed two elementray music teachers who regularly include technology into their lessons. There were common themes in both interviews. Both teachers started that student attention is more focued, assessments are more effective, and students have a better grasp on the material. The post test data and interviews indicate that instruction including technology benefits the students in an elementary music classroom. Based on these results I will continue to use varoius technology tools as an integral part of my lesson planning. I will make aconscious effort to include higher order thinking tasks in these activtiees that will challenge my students to become better 21st Century thinkers. My plan is to conduct additional action reserach studies in the future to further prove my theory.
CLASSROOM TECHNOLOGY 21