From Collaboration to Creation: Co-Designing Personalized Learning Technologies for Inclusive Music Classrooms

• In Event: Innovative Design for Learning and Human Flourishing

Abstract

Educational researchers have been encouraged to collaborate with practitioners to address authentic problems of practice. In this study, an instructional technology faculty member and a music education teacher partnered to address a common problem music teachers face: personalizing music instruction in large, inclusive classrooms. Informed by sociotechnical‑pedagogical systems theory and the MUSIC® Model of Motivation, this study uses a mixed-methods case study to assess the usability of a co-designed scaffolded music technology by 463 elementary students across four schools in the Southwest U.S. Results indicated that the tool enhanced students’ motivation and facilitated music literacy. Teachers directed the social interactions and pedagogical uses of the tool. Implications for co-designed learning technologies in inclusive elementary classrooms are presented.

Authors

• Tiffany Anne Roman, Kennesaw State University

• Erin E Collins, Cobb County School District