A Tale of Ed-Tech in Three Cities (Part Two)

The true story of our second city provides a close look at a common aspect of successful tech investment.. support.

In (Part One) we showed why teachers and their experience implementing curriculum is vital in determining if a tech investment will have a worthwhile impact on learning outcomes. Teachers realize their front-line analysis of classroom outcomes is critical to a quality decision process (survey).

That said, integrating successful new technology-based solutions without support isn't realistic for teachers or principals. Teachers often aren’t aware of the potential improvements new technology solutions and their daily workload presents a constant challenge. Principals have serious budget shortfalls and their special project time is limited by a volume of reporting and behavior issues, both of which take priority. Budgets set by districts primarily cover salaries, with little flexibility for capital investment.

How can schools without room in their budget engage in great improvement projects? Many schools find success if they pursue partners at the community, state or federal level. Sometimes non-profit or government partners, and/or corporate donors make all the difference. (radio example)

Our second city, Victoria, is located on beautiful Vancouver Island on the west coast of Canada. The area has several small urban school districts in close proximity to each other. Public school budgets allow for little capital investment in technology, and very modest investment in music, which isn’t a core subject. A local non-profit, the Victoria Conservatory of Music, has become a distinguished and heavily relied-upon resource for music education across several districts, offering various services from preschool group music classes to advanced studio instruction and performances.

After many conversations with local schools the Dean of the Victoria Conservatory (VCM) embarked on a new mission - to provide all the wonderful benefits of significant instrumental music skill development to all students in every school, starting at a young age.  He proposed this would increase the rate of student development, boost achievement & improve behavior.

It was clear that in order to deliver significant instrumental skill development in a group class, schools would need a new approach. Significant skill development typically doesn't happen in general music classes.. all the standard methods were established over 50 years ago.  VCM researched newer approaches, and located a blended learning solution aligned with music curriculum outcomes. The solution consisted of interactive software and teacher guidance, using USB piano keyboards as the foundation instrument. On closer analysis, the software appeared to be very engaging, with multi-year comprehensive coverage, designed for easy integration at the school level. The solution seemed likely to meet the criteria for a successful blended learning program. Cost was in range.

In a few years this strategy should make students confident readers of music, with intermediate-level performing skills and a strong interest in continuing to learn music. By then students would be primed for band/orchestra programs and may consider the Victoria Conservatory for options to advance their music abilities. If successful, the Dean’s long term plan would result in measurable gains for all stakeholders.

With modest structural support for music in Victoria schools, VCM began applying for grants. The focus of the grant applications was funding a new kind of hands-on music program that would use technology to ensure success of developing significant instrumental music skills. Granting institutions were attracted to the project because recent studies show the challenging process of significant instrumental skill development leads to: increased listening ability, increased confidence, self-discipline, faster rates of learning math, science and reading, improved attitudes towards learning and better behavior in school.

In this case the results from obtaining partner support were encouraging. The empirical evidence of impact from the enhanced music program may lead to participation by other schools. VCM assisted with teacher training, and included funding for ongoing classroom support to ensure success. Grant applications were only moderately successful so the schools weren’t initially able to purchase all of the desired equipment and licenses. Thanks to a generous corporate sponsor, schools were able to rent the software and provide support, allowing five schools to begin the program. After two years of classroom teacher support, the program is considered successful (results below). Community partners are now discussing further support for the purchase of permanent licenses.

Results: This statistical information regarding positive effects of the CMJ program in the George Jay public school was provided by principal Leslie Lee:

• 50 - 75% of George Jay students moving on to middle (Central) school will go into the music program there this year, thanks to the recent increase in music instruction provided at George Jay to grades 3 - 5. Previously this number was very low, almost no children from George Jay joined music programs in middle school.
• Behaviour issues completely disappear during music classes
• Classroom teachers of students who have participated in music programs at George Jay report that their students exhibit a much better ability to focus/concentrate during class, and as such, academic results, as well as general language skills have improved greatly.
• The school's rating on the Fraser Institute Report on Schools has risen drastically since introduction of the CMJ and other externally provided music programs (Ukulele, choir).  Four years ago G.J. was rated 970 out of 979 schools - almost at the bottom of the ranking scale for BC.  Two years ago literacy rates had increased already by 30%, however since the CMJ program was introduced at that time (2013), the rating has improved to now be between 70-80%.  The school has jumped 250 spots just in the past 2 years, and now ranks within the top 80-90% in the Victoria Board listings. *

Several of the desired results from this investment were realized, the external support resulted in a very light burden on school budgets and administration.

Process of Technology Integration: Multi-School, Multiple External Grant Partners with Teacher Training

• District partner with some program experience helped research solutions that were closely aligned with the curriculum, and effective
• District partner acquired corporate and government grant partners
• School Principals committed after external funding was finalized
• Support was provided to teachers by the external partner, to ensure classroom success
• Results were measured against objectives. Empirical evidence may improve the opportunity to repeat at other schools, and may help justify better structural support for this new kind of blended learning music program.
• Work continues to create a school improvement plan similar to this project. Fortunately the software cost is modest and this implementation is quite accessible to other schools.