Technology use in high school aural skills instruction

2020 ◽  
Vol 38 (3) ◽  
pp. 431-440
Author(s):  
Nathan O Buonviri ◽  
Andrew S Paney
Keyword(s):  
Advanced Placement ◽  
Technology Use ◽  
Mobile Apps ◽  
The United States ◽  
Music Teacher ◽  
Pedagogical Practice ◽  
Aural Skills ◽  
Class Time ◽  
Stratified Sample ◽  
New Material

In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants who completed the survey ( N  = 317, response rate = 36%) were current APMT teachers representing 48 states. Of the 91% of respondents who used digital technologies for teaching aural skills, 93% used websites, 47% used software programs, and 38% used mobile apps. Participants incorporated technology for student practice outside class (93%) and during class (78%), and to present new material during class (55%). Of those who did not use technologies ( n  = 29), 41% cited lack of funds and 34% cited lack of class time. Participants noted that technology can provide extra practice for students and customization for their needs, but that students’ lack of access and limitations of the programs may temper these benefits. Implications for pedagogical practice and music teacher training are discussed.

scholarly journals Use of Telemedicine in Addiction Treatment: Current Practices and Organizational Implementation Characteristics

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Todd Molfenter ◽  
Roger Brown ◽  
Andrew O’Neill ◽  
Ed Kopetsky ◽  
Alexander Toy
Keyword(s):  
United States Of America ◽  
Technology Use ◽  
Addiction Treatment ◽  
Latent Class ◽  
Mobile Apps ◽  
The United States ◽  
Future Studies ◽  
Recovery Support ◽  
Use Behavior ◽  
Computerized Screening

Telemedicine applications offer innovative approaches for treating and reducing the effects of substance use disorders (SUDs). This analysis assessed the interest in and use of 11 telemedicine applications in a sample of 363 SUD organizations in the United States of America. Fifty percent of the organizations expressed high rates of interest in seven of the telemedicine applications, demonstrating the appeal of telemedicine within this field. The top three self-reported telemedicine applications being used were (1) computerized screening/assessments (44.6%), (2) telephone-based recovery supports (29.5%), and (3) telephone-based therapy (28.37%). The greatest gaps between interest and use were for (1) texting appointment reminders (55.2% differential), (2) mobile apps for posttreatment recovery (46.6% differential), and (3) recovery support chats (46.6% differential). A Latent Class Analysis (LCA) of the organizations’ telemedicine use behavior identified three groupings: “Innovators” that were using a range of technologies (n=27, 7.4%); “Technology Traditionalists” that limited their use to telephone, video, and web portal technologies (n=101, 27.8%); and “Low Tech” that had low overall technology use (n=235, 64.7%). Future studies should build on how telemedicine could be applied in SUD settings, organizational behaviors towards its adoption, and telemedicine’s effect on treatment adherence and clinical outcomes.

scholarly journals Pediatric Speech-Language Pathologists’ Use of Mobile Health Technology: Qualitative Questionnaire Study (Preprint)

2019 ◽  
Author(s):  
Kelsey Thompson ◽  
Emily Zimmerman
Keyword(s):  
Parent Education ◽  
Technology Use ◽  
Online Survey ◽  
Mobile Apps ◽  
Clinical Work ◽  
The United States ◽  
Mobile App ◽  
Future Research ◽  
Age Group ◽  
Speech Language Pathologists

BACKGROUND While technology use in pediatric therapies is increasing, there is so far no research available focusing on how pediatric speech-language pathologists (SLPs) in the United States use technology. OBJECTIVE This paper sought to determine if, and to what extent, pediatric SLPs are using mobile apps, to determine what purpose they are using them for, and to identify gaps in available technology to provide guidance for future technological development. METHODS Pediatric SLPs completed an online survey containing five sections: demographics, overall use, use in assessment, use in intervention, barriers, and future directions. RESULTS Mobile app use by 485 pediatric SLPs in the clinical setting was analyzed. Most (364/438; 83.1%) pediatric SLPs reported using technology ≤50% of the time in their clinical work, with no differences evident by age group (&lt;35 years and ≥35 years; <italic>P</italic>=.97). Pediatric SLPs are currently using apps for intervention (399/1105; 36.1%), clinical information (241/1105; 21.8%), parent education (151/1105; 13.7%), assessment (132/1105; 12%), client education (108/1105; 9.8%), and other uses (55/1105; 5.0%). Cost (46/135; 34.1%) and lack of an evidence base (36/135; 26.7%) were the most frequently reported barriers. Most SLPs (268/380; 70.7%) desired more technology use, with no difference evident by age group (<italic>P</italic>=.81). CONCLUSIONS A majority of pediatric SLPs are using mobile apps less than 50% of the time in a pediatric setting and they use them more during intervention compared to assessment. While pediatric SLPs are hesitant to add to their client’s screen time, they would like more apps to be developed that are supported by research and are less expensive. Implications for future research and app development are also discussed.

Melodic Dictation Instruction

2015 ◽  
Vol 63 (2) ◽  
pp. 224-237 ◽  
Author(s):  
Nathan O. Buonviri ◽  
Andrew S. Paney
Keyword(s):  
United States ◽  
Advanced Placement ◽  
Music Theory ◽  
Relevant Literature ◽  
The United States ◽  
Instructional Time ◽  
Aural Skills ◽  
Instructional Resources ◽  
Test Taking ◽  
Melodic Dictation

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey was distributed online to a stratified random sample of 875 AP Music Theory teachers across the United States. Of these recipients, 398 participants from 49 states and the District of Columbia completed the survey, yielding a 45.5% return rate. Results indicated that teachers preferred pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter. Participants also reported the influence of the AP exam on their dictation teaching and described their need for additional instructional time and better preparation for teaching aural skills. Suggestions for further research include similar studies of other populations, including high school teachers of other theory courses and college theory instructors.

scholarly journals Pediatric Speech-Language Pathologists’ Use of Mobile Health Technology: Qualitative Questionnaire Study

10.2196/13966 ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. e13966
Author(s):  
Kelsey Thompson ◽  
Emily Zimmerman
Keyword(s):  
Parent Education ◽  
Technology Use ◽  
Online Survey ◽  
Mobile Apps ◽  
Clinical Work ◽  
The United States ◽  
Mobile App ◽  
Future Research ◽  
Age Group ◽  
Speech Language Pathologists

Background While technology use in pediatric therapies is increasing, there is so far no research available focusing on how pediatric speech-language pathologists (SLPs) in the United States use technology. Objective This paper sought to determine if, and to what extent, pediatric SLPs are using mobile apps, to determine what purpose they are using them for, and to identify gaps in available technology to provide guidance for future technological development. Methods Pediatric SLPs completed an online survey containing five sections: demographics, overall use, use in assessment, use in intervention, barriers, and future directions. Results Mobile app use by 485 pediatric SLPs in the clinical setting was analyzed. Most (364/438; 83.1%) pediatric SLPs reported using technology ≤50% of the time in their clinical work, with no differences evident by age group (<35 years and ≥35 years; P=.97). Pediatric SLPs are currently using apps for intervention (399/1105; 36.1%), clinical information (241/1105; 21.8%), parent education (151/1105; 13.7%), assessment (132/1105; 12%), client education (108/1105; 9.8%), and other uses (55/1105; 5.0%). Cost (46/135; 34.1%) and lack of an evidence base (36/135; 26.7%) were the most frequently reported barriers. Most SLPs (268/380; 70.7%) desired more technology use, with no difference evident by age group (P=.81). Conclusions A majority of pediatric SLPs are using mobile apps less than 50% of the time in a pediatric setting and they use them more during intervention compared to assessment. While pediatric SLPs are hesitant to add to their client’s screen time, they would like more apps to be developed that are supported by research and are less expensive. Implications for future research and app development are also discussed.

Epidemiology of Technology Use and Mental Health in the United States

2020 ◽  
pp. 41-56
Author(s):  
Seth W. Whiting ◽  
Rani A. Hoff
Keyword(s):  
Mental Health ◽  
United States ◽  
Technology Use ◽  
New Technologies ◽  
Role Playing ◽  
The United States ◽  
Mass Scale ◽  
Online Gambling ◽  
Health Issues ◽  
Mental Health Issues

Advancements in technologies and their mass-scale adoption throughout the United States create rapid changes in how people interact with the environment and each other and how they live and work. As technologies become commonplace in society through increased availability and affordability, several problems may emerge, including disparate use among groups, which creates divides in attainment of the beneficial aspects of a technology’s use and coinciding mental health issues. This chapter briefly overviews new technologies and associated emerging applications in information communication technologies, social media networks, video games and massively multiplayer online role-playing games, and online gambling, then examines the prevalence of use among the general population and its subgroups and further discusses potential links between mental health issues associated with each technology and implications of overuse.

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

scholarly journals From virtual to participatory learning with technology during COVID-19

2021 ◽  
pp. 204275302110229
Author(s):  
Kurt D Squire
Keyword(s):  
Youth Development ◽  
Technology Use ◽  
Knowledge Work ◽  
Extended Period ◽  
The United States ◽  
Learning Technologies ◽  
Learning Goals ◽  
Virtual Schooling ◽  
Technology Infrastructure ◽  
Participatory Learning

During COVID-19, schools around the world rapidly went online. Examining youth technology use reveals sharp inequities within the United States’ education system and incongruencies between the technologies used in virtual schooling and those in the lives of students outside of school. In affluent communities, virtual schooling is supported by a distributed schooling infrastructure that coordinates students’ knowledge work. This home and school technology infrastructure features material, human, and structural capital that facilitates youth development as nascent knowledge workers. Technology use during virtual schooling keeps youth activity grounded within the “walls” of school; during virtual schooling, students have little voice in setting learning goals or contributing “content.” Technology use at home for learning or entertainment stems from their own goals and features them as active inquisitors seeking out information and extending their social networks, and crucially, using participatory learning technologies such as Discord for communications. An extended period of virtual schooling could enable a rethinking of the role of technology in schools, including an embrace of play, emotional design, participatory communications, place-based learning, embodied understandings, and creative construction.

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

2020 ◽  
pp. 002242942098252
Author(s):  
Justin J. West
Keyword(s):  
Professional Development ◽  
United States ◽  
Social Interaction ◽  
Teacher Professional Development ◽  
The United States ◽  
Music Teacher ◽  
Policy Practice ◽  
Teacher Professional ◽  
Nationally Representative ◽  
Using Data

The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descriptive results against a set of broadly agreed-on criteria for “effective” PD: content specificity, relevance, voluntariness/autonomy, social interaction, and sustained duration. Findings revealed a mixed record. Commendable improvements in content-specific PD access were undercut by deficiencies in social interaction, voluntariness/autonomy, sustained duration, and relevance. School policy, as reported by teachers, was grossly inadequate, with only one of the nine PD-supportive measures appearing on SASS reaching a majority of teachers in any given survey year. Implications for policy, practice, and scholarship are presented.

scholarly journals The Effectiveness of Branded Mobile Apps on User’s Brand Attitudes and Purchase Intentions

2016 ◽  
Vol 9 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Victoria A. Seitz ◽  
Nada M. Aldebasi
Keyword(s):  
United States ◽  
Correlation Analysis ◽  
Mobile Device ◽  
Mobile Apps ◽  
The United States ◽  
Purchase Intentions ◽  
Smart Phones ◽  
Brand Attitudes ◽  
Limited Impact ◽  
The Past

AbstractThe mobile device market, particularly for smart phones, has experienced incredible growth over the past five years. What sets this market apart is the use of applications or apps for just about anything from information to purchases. The purpose of the study was to examine the effectiveness of branded apps on consumers’ attitudes toward brands as well as purchase intentions. The sample was drawn from students enrolled at a southwestern university in the United States, resulting in 50 usable questionnaires. Results of Pearson’s correlation analysis indicated that using branded apps strongly influenced users’ attitudes toward brands; however, using branded apps had a smaller impact on purchase intentions. As well, attitudes towards the branded apps, although significant, had a limited impact on purchase intentions. Implications of the findings were then discussed.

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