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THE EFFECT OF MUSIC TEACHER BELIEFS, TRAINING, AND RESOURCES ON USE OF TECHNOLOGY

TEACHER CONSENT FORM

You are invited to participate in a research study investigating teacher beliefs, training, and resources on use of music technology. You were selected at random from a database of music educators belonging to the Virginia Band and Orchestra Directors' Association.

WHAT THIS STUDY IS ABOUT:
The purpose of this study is to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender.

WHAT WE WILL ASK YOU TO DO:
Participation in this study will require completion of a brief survey. The survey will include questions about your beliefs in the usefulness of music technology in instruction, your use of music technology, your music technology training, and availability of music technology resources.

YOUR ANSWERS WILL BE CONFIDENTIAL.
The records of this study will be kept private. Any public report of the collected data will not include any information that will make it possible to identify you. Research records will be kept in a locked file with access only granted to the researchers and will be destroyed one year after the study is complete.

TAKING PART IS VOLUNTARY.
Although there are no known risks in participating in this research, taking part in this study is completely voluntary. You may skip any questions that you do not want to answer. Outcomes of this research may benefit music educators and music education researchers.

IF YOU HAVE QUESTIONS:
The researcher conducting this study is Donald W. Sorah, a graduate student at Florida State University. You may submit any questions to me at [email protected] or at 276.393.2426. The major professor directing research is Brian Gaber. He may be contacted at [email protected] or 850.644.3377.

If you have any questions or concerns regarding this study and would like to talk to someone other than the researcher, you are encouraged to contact the FSU IRB at 2010 Levy Street, Research Building B, Suite 276, Tallahassee, FL 32306-2742, or 850.644.8633, or by email at [email protected].

STATEMENT OF CONSENT:
I have read the above information and have received answers to any questions I asked. I consent to take part in this study.
 
 
 
Introductory Questions
Strongly Disagree Disagree Neutral Agree Strongly Agree
I believe that computers are a valuable tool for education.
I believe that computers are a valuable tool for music education.
 
 
Belief Statements
Strongly Disagree Disagree Neutral Agree Strongly Agree
Use of electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers) could improve instruction in music performance classes.
Use of MIDI music production (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk) could improve instruction in music performance classes.
Use of digital audio production (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement) could improve instruction in music performance classes.
Use of music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius) could improve instruction in music performance classes.
Use of technology-assisted learning software (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box) could improve instruction in music performance classes.
Use of multimedia (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression) could improve instruction in music performance classes.
Use of productivity tools (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker) could improve instruction in music performance classes.
 
 
Use/Integration
Never Yearly Monthly Weekly Daily
How often do you use electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers) for your own personal use or in preparation for classroom instruction?

How often do you use MIDI production (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk) for your own personal use or in preparation for classroom instruction?
How often do you use digital audio production (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement) for your own personal use or in preparation for classroom instruction?
How often do you use music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius) for your own personal use or in preparation for classroom instruction?
How often do you use technology-assisted learning (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box) for your own personal use or in preparation for classroom instruction?
How often do you use multimedia (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression) for your own personal use or in preparation for classroom instruction?
How often do you use productivity tools (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker) for your own personal use or in preparation for classroom instruction?
 
 
Use In Instruction
Never Yearly Monthly Weekly Daily
How often do you integrate electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers) into your classroom instruction?
How often do you integrate MIDI production (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk) into your classroom instruction?
How often do you integrate digital audio production (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement) into your classroom instruction?
How often do you integrate music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius) into your classroom instruction?
How often do you integrate technology-assisted learning (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box) into your classroom instruction?
How often do you integrate multimedia (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression) into your classroom instruction?
How often do you integrate productivity tools (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker) into your classroom instruction?
 
 
Student Use
Never Yearly Monthly Weekly Daily
How often do your students use electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers) in preparing course assignments?
How often do your students use MIDI production (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk) in preparing course assignments?
How often do your students use digital audio production (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement) in preparing course assignments?
How often do your students use music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius) in preparing course assignments?
How often do your students use technology-assisted learning (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box) in preparing course assignments?
How often do your students use multimedia (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression) in preparing course assignments?
How often do your students use productivity tools (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker) in preparing course assignments?
 
 
Training
None Self-Taught Learned from Colleague In Service Training College Course
What types of training have you had in electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers)?
What types of training have you had in MIDI production applications (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk)?
What types of training have you had in digital audio production applications (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement)?
What types of training have you had in music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius)?
What types of training have you had in technology-assisted learning applications (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box)?
What types of training have you had in multimedia applications and hardware (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression)?
What types of training have you had in productivity software (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker)?
 
 
Resources
None One Station Two-Three Stations General Computer Lab Music Technology Lab
To what extent do you have access to electronic musical instruments (keyboards, synthesizers, samplers, and other MIDI controllers) at your school?
To what extent do you have access to MIDI production applications (looping and sequencing with MIDI data with applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk) at your school?
To what extent do you have access to digital audio production applications (looping, sequencing, signal processing, and sound design with digital audio using applications such as GarageBand, Logic, Digital Performer, Cubase, Cakewalk, Plug-Ins, Microphones, Mixers, and Sound Reinforcement) at your school?
To what extent do you have access to music notation software (computer applications used to organize musical sounds with traditional notation including applications such as Finale, Sibelius) at your school?
To what extent do you have access to technology-assisted learning applications (instructional computer software, intelligent accompaniment practice tools, and internet-based learning including applications such as MacGamut, Practica Musica, Music Ace, Smart Music, Band-In-A-Box) at your school?
To what extent do you have access to multimedia applications and hardware (including applications such as Powerpoint, Keynote, Dreamweaver, FrontPage, Expression) at your school?
To what extent do you have access to productivity software (word processing, spreadsheet, database programs including applications such as Word, Word Perfect, Pages, Excel, Numbers, FileMaker) at your school?
 
 
 
Name of High School (ex. Apple Valley High School)
   
 
 
School District (ex. Peach County Schools or Crystal City Schools)
   
 
 
Gender
 
 
Age
   
 
 
Number of Years Teaching
   
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