Description
Hi,
Happy New Year!
Again, I included the feedback below so you can review it and work from it.
Hello Marcia,
Happy Holidays!
Dr. Pat has reviewed your draft and offered written details in the paper and even MORE details in the form of an “MP4” (video web link) where she walks you through the paper and suggested edits. Dr. Patterson is complimentary of your draft.
(1)Please watch the 20-minute MP4 closely and slowly, taking methodical notes to address her feedback/100%. (Be sure each comment is addressed 100%, throughout the entirety of the paper/front-to-back). (2)Then, complete the attached “Design Alignment Tool.” Please cut/paste your problem, purpose and RQs into the attached Design Alignment Tool. (I have also attached the “directions” for completing the Design Alignment Tool). (3)I agree with Dr. Patterson that perhaps we keep one Research Question only (probably RQ#1). (RQs 2-3 can be covered in interview questions).
Let me know please if you have any questions.
Kind and supportive regards, Jim
From Dr. Patterson:
“Overall, this looks good!! Is there a DAT available that I could take a gander at? I popped in a few comments to this draft and then recorded a quick overview: Marcia Review-20231215_233705-Meeting Recording.mp4
No track changes, just comments.
Let me know if this is helpful or not!”
JG. Crosby, Ed.D.
Senior Contributing Faculty ~ Doctoral Programs Here is the new link to the recording about needed updates for my draft by Dr. Patterson
I recommend that we keep RQ#1 as recommended by Dr. Patterson.
‘(3)I agree with Dr. Patterson that perhaps we keep one Research Question only (probably RQ#1). (RQs 2-3 can be covered in interview questions).’
Here is the new link to the recording about needed updates for my draft by Dr. Patterson (let me know if a login is required)
Marcia Review-20231215_233705-Meeting Recording.mp4 (sharepoint.com)
Also, here’s the Oral defense template for your review. We will need to work on that as well. Let me know.
How to Create a Dissertation Proposal Defense PowerPoint (+Example) (beyondphdcoaching.com)
Thanks again for all that you do!
Unformatted Attachment Preview
Abstract
Perceptions of Music Educators on their Preparedness to Implement Information and
Communication Technology in online Music Education
by
[your official name]
Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
[Area of Specialization]
From Dr. Patterson:
“Overall, this looks good!! Is there a DAT available that I could take a gander at? I
popped in a few comments to this draft and then recorded a quick overview:
Marcia Review-20231215_233705-Meeting Recording.mp4
No track changes, just comments.
Let me know if this is helpful or not!”
Walden University
[last month of term you graduate] 20XX
Abstract
The implementation of Information Communication Technology (ICT) in education has taken
center stage among factors considered to be of impetus value in the development of the
education sector. ICT stresses the role of unified communication and the integration of
telecommunications and computers, in addition to the necessary enterprise software,
middleware, and audiovisual, that enables people to access, store, transmit, comprehend and
manipulate Information. The success of this process relies on the participation of key players in
the education sector, such as teachers, administrators, and school districts, among others.
Considering the recent pandemic, the need to digitize learning is even on a higher alert, with
many institutions taking frantic actions to digitize education. The role of teachers as the
custodians of learning is of high importance and is considered vital to the successful
implementation of ICT in learning. However, this being a newly introduced pursuit, there has
been concerns about the teacher’s perceptions towards its adoption and how this affects its
successful adoption in learning environments. This qualitative study will examine how educators
perceive the implementation of ICT in learning and the success and challenges associated with
the same. The study will also look at the resources available for teachers and the education
system to ensure the successful implementation of ICT. The study will be based on a qualitative
design, enabling the researcher to collect perceptions and generate codes from these
perceptions, which can then be used as themes in this analysis. I will collect the data through
direct interviews mainly conducted via Zoom with the chosen participants. The findings will be
recorded locally on the computer, and notes will be taken in a notebook before being
transferred into NVIVO software or thematic analysis. The results of this study will set the pace
for implementing ICT by advising on approaches to dealing with challenges faced by teachers
and emphasizing the successes in implementing ICT. One key finding expected is professional
development, which previous research has highlighted as a significant factor in teacher success.
Perceptions of Music Educators on their Preparedness to Implement Information and
Communication Technology in online Music Education
by
[your official name]
Project Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
[Area of Specialization]
Walden University
[last month of term you graduate] 20XX
Dedication
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not wish to include this page, delete the heading and the body text. The dedication page is
generally limited to one page or less.
Acknowledgments
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family members, and friends who have helped you reach this point in your academic career.
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the section break that you see below this text.
No page number appears on any of the pages up to this point.
Table of Contents
List of Tables ………………………………………………………………………………………………………………….. iv
List of Figures ………………………………………………………………………………………………………………….. v
Section 1: The Problem …………………………………………………………………………………………………….. 1
The Local Problem ……………………………………………………………………………………………………… 1
Rationale…………………………………………………………………………………………………………………… 7
Definition of Terms…………………………………………………………………………………………………….. 9
Significance of the Study …………………………………………………………………………………………… 11
Research Questions ………………………………………………………………………………………………….. 12
Review of the Literature ……………………………………………………………………………………………. 13
Conceptual Framework……………………………………………………………………………………….. 13
Review of the Broader Problem……………………………………………………………………………. 16
Lessons Drawn from the Implementation of ICT in Music Education a Case of the
Covid-19 Pandemic …………………………………………………………………………………. 18
History of ICT in education…………………………………………………………………………………… 22
Challenges in Adapting ICT in Learning Environments and Proposed Solutions ………….. 25
Important resources for Successful ICT Implementation …………………………………………. 33
Implications …………………………………………………………………………………………………………….. 35
i
Summary ………………………………………………………………………………………………………………… 37
Section 2: The Methodology ……………………………………………………………………………………………. 39
Research Design and Approach ………………………………………………………………………………….. 39
Participants……………………………………………………………………………………………………………… 39
Data Collection ………………………………………………………………………………………………………… 41
Data Analysis …………………………………………………………………………………………………………… 43
Limitations ………………………………………………………………………………………………………………. 44
Data Analysis Results ………………………………………………………………………………………………… 46
Section 3: The Project …………………………………………………………………………………………………….. 51
Introduction…………………………………………………………………………………………………………….. 51
Rationale…………………………………………………………………………………………………………………. 51
Review of the Literature ……………………………………………………………………………………………. 51
Project Description …………………………………………………………………………………………………… 51
Project Evaluation Plan……………………………………………………………………………………………… 51
Project Implications ………………………………………………………………………………………………….. 51
Section 4: Reflections and Conclusions …………………………………………………………………………….. 52
Project Strengths and Limitations ………………………………………………………………………………. 52
Recommendations for Alternative Approaches ……………………………………………………………. 52
ii
Scholarship, Project Development and Evaluation, and Leadership and Change………………. 52
Reflection on Importance of the Work ……………………………………………………………………….. 52
Implications, Applications, and Directions for Future Research ……………………………………… 52
Conclusion ………………………………………………………………………………………………………………. 52
References ……………………………………………………………………………………………………………………. 53
Appendix A: The Project …………………………………………………………………………………………………. 71
Appendix B: Title of Appendix………………………………………………………………………………………….. 72
Appendix C: Interview Protocol ………………………………………………………………………………………. 74
The Table of Contents (TOC) above must be updated to reflect the headings and
pagination within your own document. First, you must ensure that you have applied the
appropriate Styles tags to all APA Level 0, 1, and 2 headings. To update the TOC, RIGHT
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iii
List of Tables
Table 1. Sample Table Title ……………………………………………………………………………………………… 46
Table 2. Another Sample Table Title …………………………………………………………………………………… 4
iv
List of Figures
Figure 1. Sample Figure Title……………………………………………………………………………………………. 47
Figure 2. Another Sample Figure Title ………………………………………………………………………………… 5
v
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Section 1: The Problem
The Local Problem
In 2020, MI College of Contemporary Music (MCoM) instituted an abrupt shift to online
music education using Information Communication Technology (ICT) without prior teacher
training, and despite a lack of understanding regarding the preparedness of instructors to
employ ICT practices. This shift in teaching pedagogy resulted from the Covid-19 outbreak and
the subsequent State government requirement for social distancing. Thus, the problem to be
investigated in this study is that educators at MCoM are facing challenges in implementing ICT
tools and online learning in their music education courses.
ICT continues to be one of the vital, innovative steps organizations take across
industries. Jain et al. (2021) suggested that even after years of continued technological
investments, major industry players rate ICT as a chief contributor to their sustainability. The
tenets of ICT that top the list in the ranking of importance include social media, automation, and
process management systems. Bearing this in mind, higher learning institutions continue to
reinvent their curriculums and teaching/learning processes to incorporate the utilization and
dissemination of ICT-related skills among learners and educators.
According to Susanna (2022), the adoption of ICT in learning has continued to grow,
with institutions developing policies that seek to implement ICT and ensure that its contribution
to effective learning is realized. Research has been conducted on the roles of ICT in learning
processes and the barriers to its implementation at learning institutions. Susanna (2022)
explained that research on these barriers, which include inadequate training given to the
teachers for using ICT in the classroom, has yet to reach saturation given the dynamic nature of
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learning, which constantly reinvents how students learn and how educators teach. Notable
examples include the recent implementation of online learning, which has greatly revolutionized
how teaching is conducted globally.
The influence of ICT on education is mainly seen in the expansion of the edtech sector of
the ICT industry (Williamson, 2022). Edtech deals in education technology and seeks to promote
learning through technology implementation. Canvas offers solutions for onboarding students,
sharing learning material communication, examination management, and libraries, among other
solutions (Endozo et al., 2019). Tools such as Canvas have made it easier for institutions to roll
out digital solutions for their operations quickly with an easily customizable cloud solution.
Learning Management Systems (LMS) have enabled institutions to offer learning
experiences remotely while ensuring students enjoy the same access to materials and resources
as they would in a physical setting. Bradley (2021) explained that while LMS can offer a
complete online learning experience, most LMS implementations have been complementary to
physical learning. It is important to note that physical learning still bears a significant weight on
learning, with a few institutions continuing to encourage or evolve into complete online learning
modules (Bradley, 2021).
While looking at the various advantages or benefits of ICT in learning, Jain et al. (2021)
explained that a complete online learning module, like the ones offered by edtech companies,
such as Udemy, have been able to fill a learning gap that has existed for decades. Specifically,
Jain et al. (2021) noted that professional learning continues to improve with institutions utilizing
the capabilities of ICT to expand their reach and increase convenience for learners while offering
self-paced learning programs delivered entirely online.
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A quick look at the startup scene and the investments made over the years in
technology-enabled startups has shown that edtech companies have made significant
investments. Most of these investments have improved the technologies and expanded these
companies’ markets. Regan and Khwaja (2019) explained that the investments made in edtech
companies are a vote of confidence not in education as a sector but in the capabilities of
technology to revolutionize one of the oldest industries. Despite the goal of investment, the
results achieved through these raisings are a continuous expansion of the utilization of
technology. Additionally, there is the increased reach of technology to persons who would
otherwise be barred from learning by the challenges of physical learning, such as geographical
barriers, time barriers among others (Morrison et al., 2020).
The question of motivation behind implementing ICT in education bears many answers,
including the superficial aspect of technology being a trendy or generational movement that
would most likely sweep across all industries, education included. However, the most
compelling explanation for technology implementation in education remains its ability to offer
convenience and enable communication across geographical barriers (Morrison et al., 2020).
Technology’s role in creating convenience for both the learners and educators eliminates the
barrier of time constraints, which over the years has been viewed as an impediment to
interested learners, especially in continuing and adult education. It is important to note that
edtech companies such as Udemy offer users a unique opportunity to develop their existing
skills and learn new skills through professional training. These training pieces are delivered
online through recorded lectures, notes, and tests.
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From the beginning of 2019, the world experienced Covid-19, one of the most
catastrophic disasters ever affecting the globe. The pandemic ravaged different sectors and
industries. In addition, it affected the way of life of many people. In the business sector, the
pandemic led to the closure of many businesses in different parts, not only in the United States
but also around the globe (Liu et al., 2021). Many people lost their lives, and others were left
with financial constraints due to the burgeoning cost of health care despite having existing
health conditions that will continue draining their hard-earned income and savings (Banerjee,
2020). Of the many sectors affected by the pandemic, education was one of the most affected.
García and Weiss (2020) claimed that the pandemic had overwhelmed the function of the
education systems, affecting school-going children to differing degrees, depending on many
factors. Such factors included the country and region where they lived, their age, family
background, and the degree of access to “substitute” education opportunities during the
pandemic (Garcia & Weiss, 2020).
During the early spring of 2020, as the COVID-19 pandemic was hitting its first peak, it
consigned more than 55 million U.S. school children aged below 18 years to stay in their homes,
with more than 1.4 billion children either out of school or childcare throughout the world
(Cluver et al., 2020). Not only did the children lack daily access to learning institutions and the
essential support that schools offer to learners, but the children also missed out on various
school activities, including recreational options, group activities, and team sports. The closure of
schools posed a significant challenge for learners and their educators. This is mainly because the
public education system in the United States was neither designed nor prepared to cope with
such situations. Also, the education system in the United States lacked structures for sustaining
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effective teaching and learning during the lockdown and providing the safety net of support
most learners receive inside a school (Cluver et al., 2020). The problem is that educators are
facing challenges in implementing ICT tools and online learning in their music education courses.
While policymakers downplayed the impact of the pandemic on education due to other
emerging factors, such as economic meltdown and increased mortality, the truth was that
children’s academic performance deteriorated during the pandemic (Moghli & Shuayb, 2020). In
addition, given the many ways the pandemic widened existing socioeconomic disparities and
how such disparities affect learning outcomes, the pandemic led to the growth of educational
inequities (Radina & Balakina, 2021). As a result, according to Radina and Balakina (2021), most
learners who struggled to study effectively and thrive in schools under normal circumstances
found it challenging, even impossible in some instances, to receive efficient instruction during
the pandemic.
Considering how the Covid-19 shutdown of schools affected learners, most schools
devised various ways to ensure that learners continued with their education. One of the
methods developed by schools was the introduction of online learning, which ICT enables.
According to Aceto et al. (2019), ICT refers to all communication technologies, including wireless
networks, the internet, mobile phones, computers, middleware, software, social networking,
and videoconferencing, among other media applications. It also includes services that enable
users to access, retrieve, store, transmit, and manipulate information in digital format (Aceto et
al., 2019). Online learning allows students to continue their education from the comfort of their
homes while helping prevent the spread of Covid-19 (Mukhtar et al., 2020). Therefore, the
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purpose of the study is to understand teachers’ perceptions of their preparedness to implement
ICT in music learning.
One of the challenges that arose as far as online learning was concerned was the lack of
teacher preparedness for implementing ICT in online education (Mukhtar et al., 2020). Research
concerning online learning has suggested that online teacher instruction is only effective if
learners have consistent internet access and computerized devices and educators have received
the necessary training and support for online instruction (Adnan & Anwar, 2020). Regrettably,
this was not the case during the Covid-19 pandemic. Most educators in the United States were
inexperienced or unprepared to transition to online or virtual learning (Adnan & Anwar, 2020).
In 2020, 33% of educators reported not receiving any training in the past year on using
computing devices for educational instruction (García & Weiss, 2020).
Kaden (2020) indicated that at the start of the pandemic, most educators felt they had
an above-average workload attempting to adapt to online instruction. This was one of the
challenges that affected online learning during the pandemic, as many educators felt
unprepared to implement online education. Thus, the proposed study seeks to understand
educators’ perceptions of their preparedness to implement Information and Communication
Technology (ICT) in online education.
Rationale
A brief survey conducted among teachers indicated that implementation of ICT was one
of the major concerns among teachers at MCoM. According to teacher X, the institution did not
have an existing ICT implementation plan at the time of the roll off and the teachers were
expected to come up with strategies that would ensure smooth integration of the new
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technologies into the existing system. Also, a look into the anonymous comments by educators
obtained from the suggestion box showed that the major concern among educators was the
approach to technology and how this had affected music teaching. While the educators were
not against technology as a whole, they felt that there was still a gap that was created by
inconsistency in how technology was implemented by the institution.
The limitations of in-person learning have been studied over the years by researchers
who have highlighted factors such as geographical barriers, inflexibility of teaching programs,
and continuous disruption of the learning process by other external factors such as pandemics
and catastrophes (Donitsa-Schmidt & Ramot, 2020). Such is the recent case of the Covid-19
pandemic, whose impacts have affected the in-person learning processes. According to Akram
et al. (2022), while integrating ICT was an ongoing process, the sudden shift instigated by the
pandemic outbreak brought attention to the process. It highlighted the role of educators in the
entire process. Specifically, Akram et al. (2022) highlighted teachers’ perception of technology
integration in teaching and how it affects learning.
Learning institutions should implement ICT learning pedagogies to complement inperson learning to circumvent the barriers of required face-to-face meetings (Miyah et al.,
2022). While factors such as technology affect learning, the role of teachers in education
remains constant. This significance is due to their active participation in day-to-day teaching and
overall learning management. Singhavi and Basargekar (2019) investigated teachers’
perceptions of the factors affecting the adoption of ICT in classrooms with sufficient technology
equipment in India. They found out that while an institution may have a sufficient supply of ICT
equipment, it is not enough to boost ICT implementation (Singhavi & Basargekar, 2019). The
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researchers found that in most cases, the preparedness of teachers to utilize these resources
and their knowledge of the systems highly determined the successful implementation of ICT in
various institutions.
Previous research on the part of teachers in managing education focused on their
contributions but provided very little information on factors that could affect their performance.
Further, being a new strategy in teaching/learning, the successful implementation of ICT in
education requires appropriate preparedness and dedication. As critical stakeholders in
learning, it is essential to study factors influencing the teachers’ perceptions of ICT and
education in general. This basic qualitative study will investigate the perception of music
teachers at MCoM on their preparedness to implement ICT in music training/learning.
Definition of Terms
Information Communication Technology. Information Communication Technology
(ICT) stresses the role of unified communication and the integration of telecommunications and
computers, in addition to the necessary enterprise software, middleware, and audiovisual, that
enables people to access, store, transmit, comprehend and manipulate Information (Aceto et
al., 2019). It comprises both the internet-enabled and mobile-enabled spheres powered by
wireless networks. Furthermore, ICT includes old fashioned technologies, such as radio, TV
broadcast, and landline telephones, and cutting-edge ICT, including robotics and artificial
intelligence (Wang et al., 2020).
Information Technology (IT). Information Technology (IT) refers to using computers to
create, process, store, retrieve and exchange electronic data and information forms. In addition,
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it entails studying and applying computers and any other type of telecommunication used for
storing, retrieving, analyzing, transmitting, manipulating data, and sending Information (Tallon
et al., 2019). Furthermore, IT entails amalgamating hardware and software to perform routine
computing tasks.
Online Learning. Online Learning refers to a method of education whereby learners
learn in a virtual environment. The technique enables learners from diverse geographical areas
to engage with a learning institution and other learners online and learn flexibly and at their
pace (Singh & Thurman, 2019). Institutions use a learning management system (LMS) to
facilitate online learning.
Virtual Learning. Virtual Learning refers to a learning experience enabled through the
utilization of computers and the internet both within and outside the organization’s educational
facilities (Dung, 2020). With this type of learning, instruction occurs in an online environment.
With virtual learning, all teaching activities occur online, whereby the educator and learners are
physically separated, primarily in location and time.
Artificial Intelligence (AI).Artificial Intelligence (AI) is the ability of digital computers or
computer-controlled robots to perform tasks typically associated with human beings. It can also
refer to the intelligence that machines demonstrate, as opposed to the natural intelligence
displayed by animals, mainly human beings (Vaishya et al., 2020). In the past, AI has been used
to describe machines that mimic and demonstrate human cognitive abilities and skills linked
with the human mind, such as problem-solving and solving (Dwivedi et al., 2021).
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Learning Management System (LMS). A Learning Management System (LMS) is a
software-based or SaaS platform that supports the administration, automation, and delivery of
educational courses, training programs, or development and learning programs (Bradley, 2021).
LMS helps educators to deliver training materials to learners, including everything from online
courses to real-time instruction sessions. The LMS is where the teacher houses, delivers and
tracks subject matter and content.
Synchronous Learning. Synchronous learning is a learning event whereby a group of
learners engages in learning at the same time. It implies that even though the learner will be
learning from a distance, they will virtually attend a learning or class session every week at the
same time as the instructor and the classmates (Rehman & Fatima, 2021). With this type of
learning, learners will lead discussions themselves or provide presentations to the other class
members.
Asynchronous Learning. Asynchronous Learning is a form of education, instruction, and
learning that does not occur in the same place or at the same time. This type of learning uses
resources that facilitate sharing information outside time and space constraints among a
network of people (Mahoney & Hall, 2020). According to Castro and Tumibay (2021), it
amalgamates self-study with asynchronous exchanges to promote learning. One can use it to
facilitate learning in conventional distance education, continuing education, and on-campus
education.
Blended Learning. Blended learning is the implementation of both in-person and online
learning to enhance outcomes through interactive online lessons, discussion boards, and
simulations. Hrastinski (2019) explained that blended learning utilizes internet capabilities to
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supplement in-person learning. Blended learning aims to complement and not eliminate inperson learning. Learners must attend some in-person learning sessions.
Significance of the Study
Findings from the proposed study will reflect on teachers’ perceptions and the factors
influencing these perceptions on the implementation of ICT in education. These findings will
support the defining and planning of ICT projects within learning institutions to increase the
success rates of such tasks. Successful ICT implementation in learning would result in better
learning outcomes (Dudley et al., 2019). Implementation of ICT is considered most important,
especially given the current interruptions of the learning process due to policies such as social
distancing that arise during the outbreak of pandemics like Covid-19. The study will enable
MCoM to enhance the learning process by ensuring educators have access to and can utilize ICT
to more effectively supplement the learning process. The internet is awash with numerous
solutions to learning music. ICT can be utilized to give students experience of the real-world
events surrounding music and its production and distribution.
According to Antunes and Pinheiro (2020), the management of learning is a process that
involves the assessment and understanding of the elements, both internal and external, that
affect effective learning, as well as coming up with remedies to challenges that affect the
process of effective learning. Additionally, the proposed study will further explore the
significance of the diffusion of innovation theory and how it relates to modern learning
environments, expanding on the review of the theory as conducted by Sahin (2006). The
findings will expand on the knowledge surrounding the diffusion of innovation theory and create
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room for future studies on the same subject. It will also help understand other social learning
theories, which help explain the various phenomena that affect adopting new learning methods.
Research Questions
The successful implementation of ICT in education is highly dependent on the local
educators’ perceptions of ICT, the resources available, and how those resources are utilized to
prepare educators for using ICT in training/learning. It is essential to understand the perceptions
of teachers to develop policies that aim at improving the general outcomes of the
learning/training process. For one to understand the perceptions of teachers, assess the
resources available, and analyze the challenges and successes in the implementation of ICT in
education, the following research questions will be used in the qualitative research study:
R1. What are MCoM music educators’ perceptions of their preparedness for integrating ICT into
education?
R2. What challenges do MCoM music educators face in adapting ICT in learning environments?
R3. What are the successes of ICT implementation in music courses at MCoM?
Review of the Literature
Conceptual Framework
Rogers Everett developed the diffusion of innovation theory in 1962. This theory
explains how and the rate at which society adopts innovations. According to Everett (1962),
there are five stages to the diffusion theory: awareness, persuasion, decision, implementation,
and continuation. Through these stages, people adopt new innovative ideas, practices, or
behavior as a part of a social system.
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Rogers speaks to the adoption of new technologies in society, which equally happens at
differ
