ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Dr. Jane M. Kuehne Mr. Robert L. Lyda Associate Professor K-12 Music Educator of Music Education Band Director Auburn University Notasulga High School 334-844-6852 334-724-1240 kuehnjm@auburn.edu lydarob@auburn.edu Original Title: Multimedia Blogging in the Arts Survey Classroom: Collaboration Between Music Eduction Majors and Rural Low Socioeconomic High School Students In Reality: We used a Wiki to organize some of the students’ collaboration and iWeb to archive it the artifacts. NEXT
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Overview of the Project Integrating Technology “On the Cheap” Why Did We Choose the Singing Windows? Planning What Did We Do? Anecdotal Results Conclusion - Would we do this again? Question Time !
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Overview of the Project The AU classes and students Course: Secondary Level Music Methods Demographic: White students from middle to upper class backgrounds The NHS class and students Course: Arts Survey Demographic: Mostly African American Low Socioeconomic
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Integrating Technology “On the Cheap” Equipment Used: 2-$25 video cameras (Walgreens works!) 6-$10 smart cards (again Walgreens!) 1-$98 Kodak Play Sport Video Camera (Sams) Students’ Smart Phones 3-AU MAC Computers (faculty old computers, 5-7 years old) 2-Classroom Windows Computers 2-Teachers’ laptops (Lyda and Kuehne) Total “new” technology cost: $208 THE POINT? You don’t need a lot of money (though it’s nice!) to use technology in your teaching.
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Why Did We Choose the Singing Windows? Significance of the Singing Windows to the NHS Students The windows depict 11 different African American Spirituals: •Oh Sing All The Way (Hear de Angels Singing) •We are Climbing Jacob's Ladder •Joshua Fit de Battle of Jericho •Deep River •Roll Jordan Roll •Steal Away •My Lord What A Morning •Shout All Over God's Heaven (I Got Shoes) •Rise Up Shepherds and Follow •Swing Low, Sweet Chariot •Go Down Moses Significance of the Singing Windows to AU Students
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Planning Obstacles: Time, Schedules, Attitudes What Did We Do? March 22 Met online via ichat. Introductions, explained project April 7 Met via ichat again. Review, mask and symbol project WIKI April 14&19 AU students at NHS Each student assigned a spiritual from the windows and group of NHS students as “their students” WIKI April 21 Trip to TU We "stole a bus" (not really!) April 26 Wrap Up AU/NHS - AU students at NHS last time to say “farewell” April 28+ Stained Glass project at NHS
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Anecdotal Results NHS students’ reactions to project AU students’ reactions to project Some moving interactions
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Data Collected - Questionnaire Results The Good News Students reported they felt “unsafe” and were “very apprehensive” when initially arriving at the school. After the project, students reported they felt “Encouraged” and “Confident” and felt Somewhat to Very Confident upon arrive at the school. Ironically, there may be a connection between the teacher being white and their comfort level. Even on the first visit, they felt “Confident” to “Very Confident” after meeting Mr. Lyda, but felt “Apprehensive” to “Very Apprehensive” when they went to the morning assembly, was introduced to the students, and when they talked with the students. After the project, these “Apprehensive” to “Very Apprehensive” ratings were shifted to mostly “Confident” and some “Very Confident” with one student who was still “A Little Apprehensive” in these situations. The most distressing results? Students were asked to rate several statements. One was “I haven’t really gained anything” (in relation to this project). All but one marked that they “Agreed” with this statement. Finally, though I hoped a project like this would help students see the value in teaching in a school like NHS, most still marked that they really wanted to teach in a school just like the one they came from. !
ATMI Presentation Overview * On the Cheap * Why Windows * Planning & Execution Anecdotal Results * Data Collection * Conclusions Conclusions - Would we do this again? YES Changes We would collect data from both populations (university students and high school students). We would try harder to find grant money for support. Question Time -- Do You Have Questions? Contact Jane Kuehne - kuehnjm@auburn.edu Robert Lyda - lyadrob@auburn.edu !
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