Motivation is a critical component to student success. This paper explores Keller’s ARCS model of motivational design as a prototypical approach to intentional incorporation of motivational strategies in instructional design, and argues for Constructivist learning theory as a philosophy for both instructional design and teaching that best supports achievement of learning objectives.
An Examination of the Effectiveness and Teacher Perceptions of Small Group Professional Development in Classroom Technology Integration
Researchers propose that professional development (PD) in classroom technology integration should be ongoing and occur in smaller scale professional learning teams to increase its effectiveness. This paper presents a two-part mixed-method research design which compares the effectiveness of traditional, one-time professional development to long-term small-group based professional development in increasing technology integration into pedagogical practice, and which also explores teacher attitudes and beliefs regarding participation in and effectiveness of longer-term small-group training.
Music Education for All Through Technology-Driven Instruction: An Exploration of Barriers to Technology Integration in K-12 Music Education
Factors that impact technology integration in music education are explored in this paper, including: (1) teacher comfort with and attitude toward technology, (2) student attitudes toward technology, (3) preservice teacher training, (4) in-service teacher professional development, and (5) resource availability.
“Forget All That and Just Play”: The Neuroscience of Improvisation and its Implications for Jazz Pedagogy
This paper explores research into the neuroscience of jazz improvisation and its implications for how improvisation, and creativity in general, is taught.