Professional Experience & WebCT at the Sydney Conservatorium of Music
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Professional Experience
& WebCT at the Sydney
Conservatorium of Music
Dr Jennifer Rowley & Dr Sharon Tindall-Ford
Sydney Conservatorium of Music
Introduction other issues, behaviour management, lesson planning and
There is a continuing need to discover ways to better curriculum design (Barry & King, 1998; Groundwater-
support pre-service teachers on Professional Experience Smith, Ewing and Le Cornu, 2007; Whitton et al., 2004).
(PE) as teacher education programs are faced with financial Providing additional support for pre-service teachers on PE
constraints while struggling with large enrolments and is a challenge for all teacher educators, and online technology
students who are geographically isolated from the university, has become increasingly popular in addressing some of
their peers and university supervising lecturers. As PE the challenges in the preparation and support of both pre
(practice teaching/practicum/placement) is a mandatory service and in-service teachers (Ferfolja, 2008; Holstrom,
component of pre-service teacher education programs Ruiz & Weller, 2007; Schuck 2003a). Teacher training
(Whitton, Sinclair, Barker, Nanlohy & Nosworthy, 2004), programs are utilising internet based technologies (such as
and acknowledged as a critical component of pre-service WebCT) to enhance pre-service teacher learning when on
teachers’ professional training, it is one that presents unique PE to enhance students’ learning experiences. No longer is
challenges and stresses (Ferfolja, 2008; Murray-Harvey, the pre-service teacher isolated from university lecturers and
1999) and therefore, requires better support for pre-service peers as the technology enables learning and communication
teachers on PE. It is well documented that to occur asynchronously, enabling the pre-service teachers
pre-service teachers have to interact and collaborate with peers
concerns with, and academics anywhere and
amongst at anytime (Garrison
& Anderson,
2003).
14 Institute for Teaching and LearningDr Jennifer Rowley & Dr Sharon Tindall-Ford
This article reports on three WebCT sites that were using WebCT. As students were asked about anxiety and
developed at the Sydney Conservatorium of Music stress in using WebCT these changes are also noted in the
(SCM) to support and enhance music students’ PE Units post-questionnaire. The intention was to measure students’
of Study (UoS). At SCM pre-service music education adaptability and acceptance of the introduction of WebCT
students enrolled in a four year Bachelor of Music (Music into the UoS and whether the online support was enhancing
Education) degree are required to complete for their three their learning environment and impacting its significance.
PE UoS; 10 single days and a two week block in second year As most of the PE is spent without face-to-face lecturer
at a primary school and seven weeks of PE in both third involvement it was also necessary to measure the students’
and fourth year at a secondary high school. Within this PE past experience with WebCT and whether the WebCT
program, pre-service music teachers are expected to develop support alleviated stress and anxiety during the placement.
effective lesson plans; implement a continuous program of WebCT sites were developed based on the data collected
lessons; apply classroom management skills; evaluate the from the re-questionnaire and the sites were monitored
“No longer is the pre-service teacher isolated from university
lecturers and peers as the technology enables learning and
communication to occur asynchronously, enabling the pre-service
teachers to interact and collaborate with peers and academics
anywhere and at anytime (Garrison & Anderson, 2003).”
success of classroom learning experiences and to understand and further developed during PE. Data collected served to
the role and responsibility of music teachers within school inform SCM academics of the needs of SCM pre-service
and the wider community. In Semester 2, 2006, all Music music teachers, the usefulness of PE UoS and WebCT sites
Education students enrolled in the PE UoS (MUED 2005, and an understanding of how to better prepare pre-service
3002 and 4003) were asked to complete a pre-questionnaire music teachers for their future careers.
as part of the UoS evaluation before placement and a post-
questionnaire at the conclusion of their PE placement. The Using WebCT within existing Units of Study to create a
pre and post-questionnaire examined previous experiences collaborative learning environment
of students using technology, the Internet and WebCT. The initial rationale for introducing e-learning (in the
It explored students’ perceptions of how WebCT might form of WebCT) into the music education degree at
influence their learning and asked students for inclusions on SCM was to enhance students’ tertiary education learning
what they would like to see on the WebCT site for the PE experiences whilst engaging in technology. The goal for
UoS. The comparisons between pre and post-questionnaire e-learning, therefore, was to encourage active learning for
are presented as changes in students’ perceptions towards students as well as introducing students to technology
synergy ISSUE 28, November 2008 15through meaningful collaborative learning environments.
The collaborative learning environment for the three PE
WebCT sites involved SCM pre-service music teachers,
SCM lecturers, PE supervisors and in school supervising
teachers. It was envisaged that as pre-service music teachers
develop skills as teachers during PE that it would be
essential that they assimilate their teaching and learning
theory into practice (Barry and King, 1998; Groundwater-
Smith et al., 2007). With pre-service music teachers, SCM
academics and PE supervisors being actively involved in
WebCT discussion boards it was hoped that there would
be opportunities for the potential “gap” between theory
and practice to be integrated through online discussions.
As a part of the development of an online collaborative
community it was important to recognize the commitment
that SCM has to the ongoing improvement of graduate
attributes through the students’ interaction with and use
of technology through e-learning. The blended learning
environment was, as stated previously, a mechanism to
further develop university lecturers’ understanding of the
concerns of music education students on PE and to evaluate
WebCT as a medium of instruction and contact. To develop
competence in students as e-learners it was vital to create
opportunities for e-learning to be integrated into existing
UoS and it was thought that WebCT sites would be useful in
addressing the development of graduate attributes through
the pre-service music teachers’ interaction with and use
of technology. The graduate attributes identified by SCM
and supported through this project were a commitment to
independent learning, critical thinking and analysis skills
and appreciation of computer based activities as a part of
the learning environment.
Development of WebCT Sites
The three WebCT sites were developed initially according
to the following structure: Professional Experience
Handbook; contact information for all SCM supervisors;
information for the secondary music teacher (for
example, the New South Wales Creative Arts Syllabus);
Music Teachers Resource Site (including links to internet
sites such as The Pure Drop: An Exploration & Celebration of
World Music; lesson plan information including template
for lesson plans and a Year 7 music lesson plan exemplar
on Aboriginal Music; three online discussion forums for
students to communicate with their peers and lecturers.
One discussion forum was dedicated solely to behaviour
management issues, while another was dedicated to
general discussion, and the remaining discussion forum
was titled ‘Problems to Discuss with Lecturer’. The online
asynchronistic discussion provision involved pre-service
music teachers accessing an online noticeboard where they
could ask questions, voice concerns, write about an incident
or issue and register ongoing responses to other students,
academics or supervisor postings throughout the PE.
SCM academics and supervisors monitored the postings
and provided ongoing advice, support and feedback when
required. These ‘virtual’ discussions did not take place
in real time, but were developed through students and
academics contributions to the noticeboard at a time that
was convenient for them.
16 Institute for Teaching and LearningSummary of Pre and Post-questionnaire Evaluation behaviour management, resources and ideas for lessons.
The pre-questionnaire investigated students’ experiences Included in the identified needs was also links to other sites
with computers, including both use and ability levels, that would give them ’hints and tips’ for lessons. Comments
the internet, online learning environments (WebCT) and also included: links to useful websites, music and readings;
their perceived needs for e-learning when on Professional discussion boards for trouble shooting and problem solving;
Experience. The questionnaire was administered to 2nd, announcements and news of happenings back on campus;
3rd and 4th year music education students (n=43) as part assignment results; and photos and video of PE students
of the course evaluation of the three PE UoS prior to teaching real classes. There was also an identified need for
placement. Secondly, students were asked to engage in the lecture notes (although four of the seven education units of
online learning component (WebCT) for the duration of study already had WebCT sites with lecture notes available
the placement as part of their assessment. Finally, a post- to students). This identified the need for the Music
questionnaire examined students’ (n=77) self-rating of Education UoS in the degree program to have lecture notes
“The blended learning environment was, as stated previously, a
mechanism to further develop university lecturers’ understanding
of the concerns of music education students on PE and to
evaluate WebCT as a medium of instruction and contact.”
experiences with computers, including both use and ability available to students on WebCT. Rudimentary information
levels, the internet, online learning environments (WebCT) such as contact details for University PE supervisors and
and the benefits and problems associated with WebCT. It handouts regarding the mechanics of PE were also noted.
should be noted that the difference in pre and post student
samples was administrative rather than reflective of student Critical to the results were the data extracted from these
interest. The UoS evaluations were based on the following open-ended questions and comments by the students.
five questions: When asked, “how you think WebCT can ENHANCE
1. What are the students’ perceptions of skill, confidence your professional experience”, comments from pre and post
and experience in using computers, the Internet and WebCT use included:
WebCT? (pre and post-questionnaire) 1. help navigating the technology;
2. What are students’ current experiences with WebCT? 2. some counselling on dealing with children and
(pre-questionnaire) adolescents;
3. How do students see WebCT enhancing their learning 3. more supervising teacher and university supervisor input
needs? (pre and post-questionnaire) into discussions;
4. How did these variables change after using WebCT? 4. better methods to share resources – songs, sound files;
(post-questionnaire) 5. more reassurance from supervising teacher, university
5. How did students use and evaluate the usefulness of supervisor and fellow students.
WebCT? (post-questionnaire)
The rating of students’ feelings and concerns about perceived
The findings revealed moderate to very good levels of issues in PE identified students’ feelings of isolation, lack
experience, use and confidence of using computers and the of professional and personal support and concerns with
Internet. The pre-questionnaire, however, showed little or classroom management. The post-questionnaire (n=77)
limited experience with WebCT in the third and fourth indicated that students, who had the necessary technology
year groups, and the second year group was evenly matched skills to access the WebCT sites or were willing to engage in
for experience and no experience with WebCT. When new technology, found that WebCT helped in alleviating
asked about the usefulness of WebCT whilst on PE most of anxiety, was useful for developing lesson plan ideas and
the students rated this as possibly, very or extremely useful. provided critical support in dealing with discipline issues.
Very few students were unsure about its usefulness, which
matches the group who were not familiar with WebCT. Discussions sites and their use during PE
The two designers of the PE WebCT sites, who were also
Results from the pre and post-questionnaire indicated that SCM lecturers and PE supervisors, monitored the discussion
the students were in need of a range of support mechanisms sites over the period of PE. The supervisors provided
and content to assist them in undertaking the PE. Two advice to the pre-service teachers throughout the period of
open ended questions asked students “what do you want placement and updated the three WebCT sites with new
to SEE on the professional experience WebCT site” and materials when required, by including links to additional
“what do you want to DO on the professional experience music websites and supplementary advice on creating
WebCT site”. Students across all cohorts indicated that interesting and innovative music lessons. The discussion
they wanted some basic assistance with the identified board was used for two distinct purposes. Firstly, to seek
‘most common concerns’ of beginning teachers – that is advice from peers and SCM supervisors and, secondly, as
synergy ISSUE 28, November 2008 17a mechanism to gain support, encouragement and express many interruptions!
emotions in what appeared to be viewed by students as a
supportive and safe environment. The advice sought by 3. CATEGORY: Technical Support
pre-service teachers was in the categories of classroom EXAMPLE: Tuesday August 22nd, 2006
discipline, technical support, music content for lessons and Student Response to ipod question. “At my school they
issues with school music teachers supervision and support. have a cable where they can plug the ipod into the speakers,
Examples of the postings demonstrating a selection of the this means the kids can listen to ‘their’ music and it can be
categories are provided in Table 4 below. incorporated into the lesson.”
Examples from the WebCT discussion board: 4. CATEGORY: Music Content
EXAMPLE: Monday August 21st, 2006
1. CATEGORY: School Music Teacher’s Supervision Anyone out there knows a way to teach guitar chords to
EXAMPLE: Saturday August 26th, 2006. year 7. I have no idea!
Does anyone else have a teacher supervising them, that
after looking at your lesson plans which you know are A Student Response:
not complete just says “good” and does not tell you what’s “ ….. I reckon I can help. To teach guitar chords, be
needed.” prepared to take heaps of time on certain aspects of reading
guitar tabs and what everything means – you may have to
2. CATEGORY: Classroom Discipline spend 2 lessons. The easiest way is to start of with either a
EXAMPLE: Wednesday, August 23, 2006. 1:49pm riff or a drone note for them to play in groups, and then
My lesson went pretty good, but I found it difficult to curb build the notes up until they get the chord. Alternatively
their excitement after singing “Ah-de-doodah”. The school you can draw a basic guitar chord diagram (provided by
didn’t really have a policy and I’m still experimenting what student) and then you put the finger numbers on the
works best for me. Any ideas crazy cats? By the way watch specific frets. If you do use this make sure you play it for
out for seven-year-old girls squeezing your legs. them first and then explain/ show the fingering slowly!”
“Students’ indicated that the PE WebCT sites enhanced their
experiences in schools by primarily providing a supportive network to
share ideas, knowledge and problems and to seek advice from peers
and SCM Supervisors. For most, it was an invaluable tool to receive
feedback from their peers and supervisors when it was not readily
available at their placement school.”
EXAMPLE: Monday August 17th, 2006. Return response by first student:
Just a quick heads up to everyone and hope all is going “I should have thought to ask the guitar pro. Thanks heaps
well. On the issue of discipline and general behaviour in for that. Now I understand what they mean by fret … need
classrooms, I’ve been amazed at the power of humour. Just a any keyboard advice”.
small comment here and there both makes the whole room
positive and also gets everyone’s attention back to you. I’ve These discussions provided the opportunity for pre-service
found it especially works with the junior years when the music teachers who were dispersed over the greater Sydney
‘problem’ students start to disrupt the class. metropolitan area, SCM academics and PE Supervisors to
participate in a dynamic music teaching community. It can
EXAMPLE: Friday, September 29, 2006. 1:27pm be seen by these comments that the students felt comfortable
I think you did the right thing. I had the exact same discussing problems and thoughts about teaching in an
problem on Monday where my usual class teacher was away open and honest way without fear of consequence. Much of
and we had a casual teacher, so the class was misbehaving. the discussion was about the concerns and issues identified
Come my lesson, the class was being silly and I didn’t get in the pre and post-questionnaire responses. Students often
through all my lesson because I had to keep disciplining the made comments that sites enhanced learning through an
children. But at the end of my lesson I gave them a talk and opportunity to discuss issues with each other and university
told them the exact same thing you told your class. If they teaching staff, particularly the opportunity to read other
can’t be well behaved and participate in a sensible manner student’s experiences whilst they were on PE (either past or
then I will stop giving them fun music activities. I think our present experiences). This, as reported by students, made
little “talk” will have shown the class we mean business and them feel less isolated and, through both their responses to
next lesson will hopefully run more smoothly with not so the questionnaire and their contribution to the discussion
18 Institute for Teaching and Learningboard, demonstrated that they found the discussions to be sense of isolation they felt from being away from SCM and
a very useful tool. Comments made by all three cohorts peers. Students from all three cohorts found it reassuring to
included that the discussion board helped to keep in touch know that many of their peers were experiencing the same
with other students, to discuss issues during professional problems as they were and found it interesting to hear about
experience and seek advice from lecturers during professional other schools, students and situations that were very different
experience regarding a specific classroom issue/situation. from their own experiences. The ability to communicate
It was a hoped that the fourth year students would act as easily with others and the flexibility in terms of being able
mentors for the third years and that third years would act to log on at home at night to seek help and support was
as mentors for the second year students, but the students also seen as a benefit. Suggestions for further improvement
seemed to remain in the discussion with their own cohort. included more online presence from music educators from
the SCM, more musical material provided on line and a
Summary virtual space to upload and share lesson plans with colleagues.
After using WebCT the results indicate a general trend of Some fourth years indicated the need for pre-training in this
improvement in students’ rating of skill, confidence and technology. In order for students to obtain the most support
usefulness of WebCT. The students also indicated that the and information from online delivery it is essential that the
WebCT sites met needs reasonably or very well. The results students have an understanding of the technology and access
showed that two-thirds of students rated the PE WebCT sites to the facility; this appeared to be the main drawback to the
as reasonable, very or extremely useful. It was apparent from success of the WebCT sites, in particular for the fourth year
the responses that the students felt isolated on their PE and pre-service teachers.
the results may indicate a need to introduce more scaffolding
into the music education and teacher preparation UoS so as Recommendations
to allow students to feel more prepared for the solo flight that This UoS evaluation suggests that providing online support
is a component of PE. through WebCT is an important tool to enhance pre-service
music teachers experience on PE. While WebCT provided a
Students indicated that the PE WebCT sites enhanced their valuable support for pre-service music teachers, discussion
experiences in schools by primarily providing a supportive boards supplied an important insight to SCM lecturers on
network to share ideas, knowledge and problems and to the concerns and issues faced by pre-service music teachers
seek advice from peers and SCM Supervisors. For most, it on PE. Success of the WebCT sites relied on academic and
was an invaluable tool to receive feedback from their peers pre-service teacher involvement, students’ willingness to
and supervisors when it was not readily available at their go online, learn about the WebCT sites and read postings
placement school. For some, particularly the third year by peers and post messages. This was essential to student
students on their first secondary placement, it reduced the learning, integrating theory with practice, and developing
synergy ISSUE 28, November 2008 19the graduate attributes stated previously and the relevance to enable students to share their experiences with their fellow
of the sites. Academics needed to monitor and regulate the music education students. The online community, therefore,
asynchronisitc discussion forums and continually update was thought of as ‘the activities people perform together
information e.g. posting websites, lesson plans, and support in their group and not physically where they perform such
materials. Research suggests that supervisors’ presence on line activities’ (Graff, 2006:127). This design of the blended
is critical for the success of asynchronisitc discussion forums learning environment was also viewed as a mechanism to
(Sing & Stollof, 2007). further develop university lecturers’ understanding of the
concerns of music education students when on PE and
These new understandings were used to re-model education evaluating WebCT as a medium of instruction and contact.
and PE UOS for 2007 and 2008. An important initiative Research supports the importance of building a community
that was incorporated for 2007 PE WebCT sites was a lecture and Wang (2001, as cited in Graff, 2006) argues that the
and tutorial devoted to student orientation and training in ‘community can also result from shared knowledge among
WebCT. Other initiatives for 2007 PE WebCT sites included: learners in an online environment’ (p127). Therefore, active
providing a PowerPoint and supplementary information on independent learning is a vital contribution to a collaborative
how to successfully prepare for placement; providing narrated learning community, which this evaluation sought to measure
PowerPoints of education subjects summarising how theory through WebCT discussion boards. It was important to
learnt in these UoS should inform music teaching practice; develop competence in students as e-learners in this process
streamlining discussion forums so there were not multiple with the rationale being to provide relatively immediate
areas for student interaction and organising threads within support for students during their PE. Therefore, assessing
the one discussion board to support student navigation; their computing, Internet and WebCT skills, experiences and
providing information on ownership of material posted anxiety prior to embarking on placement opened a window
online and confidentiality for all users of discussion forums to the climate and potential of the online community of
and; providing all part-time PE Supervisors with access and student teachers.
training to the sites.
Conclusions
The development of the online community as a culture There are definite challenges with providing relevant online
change for SCM pre-service pre-service music teachers and delivery to pre-service teachers when on PE. The three sites
SCM academics was a desired outcome of this evaluation. To were created rapidly with limited instruction and support to
achieve this, academics needed to respond to any teaching site designers. It was, therefore, imperative that an evaluation
and learning concerns of the pre-service music teachers and of these three UoS be undertaken so that the needs and
20 Institute for Teaching and Learningconcerns of pre-service teachers were better understood century: a Framework for research and practice. London:
and addressed in 2007 and 2008. This evaluation provided Routledge-Falmer.
important insights in understanding pre-service music Graff, M. (2006). The Importance of online community in
teachers’ technical competence, fears and anxieties about student academic performance. The Electronic Journal of
technology, WebCT and PE. Developing mentoring between e-Learning, 4 (2), 127-132.
year groups needs to be carefully considered and nurtured, Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2007).
as it does not simply occur by providing the vehicle for Teaching Challenges and Dilemmas (3rd Ed.). Southbank,
student interaction. This evaluation showed that success of Vic: Thomson.
PE WebCT sites relies on commitment by academics and PE Holstrom, L.; Ruiz, D. & Weller, G. (2007). A New View:
supervisors, pre placement WebCT training of pre-service reflection and student teacher growth through an
teachers and continual up dating of information on WebCT epracticum model. E-Learning 4 (1), 5 -14.
sites. Murray- Harvey, R. (1999). Paper presented at the Colloquium
in Field Based Education, Flinders University, Adelaide,
The site designers were successful in applying for a Sydney Australia, 24-26 November, 1999.
e-learning grant in 2007 and 2008 and sites were re-designed Seagrave, S. & Holt, D. (2003). Contemporary Learning
in line with students’ evaluation of the UoS and WebCT Environments: Designing e-learning for education in the
feedback. The re-design of the sites included results of this professions. Distance Education, 24 (1), 7-24.
evaluation so that the students experience an authenticity Schuck, S. (2003a). Getting help from the outside:
of e-learning. The authors would like to thank the Sydney Developing a support network for beginning teachers.
eLearning team who have provided invaluable support and Journal of Educational Enquiry, 4 (1), 49 -67.
advice. Singh, D.K. & Stoloff, D.L. (2007). Effectiveness of online
Instruction. International Journal of Technology, Knowledge
References and Society, 2 (6), 120 -123.
Barry, K. & King, L. (1998). Beginning Teaching (3rd Ed.). Whitton, D., Sinclair, C., Barker, K., Nanlohy, P. &
Australia: Social Sciences Press. Nosworthy, M. (2004). Learning for teaching: teaching
Ferfolja, T. (2008). Building Teacher Capital in Pre-Service for learning. Southbank, Vic.: Thomson.
Teachers: Reflections on a New Teacher Education
Initiative. Australian Journal of Teacher Education, 33 Authors Note: The authors wish to acknowledge A/Prof
(2), 68-84. Jennifer O’Dea for the original concepts surrounding
Garrison, D.R. & Anderson, T. (2003). E-Learning in the 21st this evaluation.
synergy ISSUE 28, November 2008 21You can also read
