Running head: PERSONALIZED LEARNING IN MUSIC EDUCATION 1

Developing a Personalized Learning Environment in Music Educators

Megan Endicott

Kennesaw State University

June 11, 2017

Dr. Anissa Vega

Summer 2017
PERSONALIZED LEARNING IN MUSIC EDUCATION 2

Setting and Context

The Fulton County School system is a unique school district that travels more

than seventy miles between the northern and southern most points and is bisected by Atlanta

Public Schools. It is the fourth largest school district in Georgia with over 96,000 students based

on enrolled in the 2016-2017 school year. There are 100 schools and 6,800 certified teachers

employees in the district. The school district is a majority minority district with 42% Black or

African American, 30 % white, 15% Hispanic, 10% Asian, and 3% Multi-racial. Of these

students 46% of students in the district qualify for free or reduced meals. Students in Fulton

County score anywhere from 5% to 10% higher than average on state tests rating at proficient or

distinguished. In addition, Fulton shows higher scores on the 2016 SAT and ACT when

compared to other students in the state and nation. Due to the size and diversity, the district is

divided into learning communities: Northwest Learning Community (NWLC), Northeast

Learning Community (NELC), Central Learning Community (CLC), South Learning

Community (SLC), and an Achievement Zone (AZ) identifying schools at risk in the SLC. This

geographical zoning approach works toward decentralizing the school management and align

like schools with resources. The enrollment breakdown for the 2016-2017 school year was as

follows: AZ - 7,605 students; CLC - 15,131 students; NELC - 22,222 students; NWLC - 25,782

students; SLC - 17,586 students; Startup Charter Schools - 4,546 students; and other schools

227 total students. The largest percentage of ESOL students live in the Central and Northeast

Learning Community. The district-wide ESOL population lists 5 American Indian/Alaska Native

students, 661 Asian students, 172 Black or African American students, 3,695 Hispanic students,

10 multi-racial students, 4 Native Hawaiian students, and 460 White students totaling 5,007

district-wide. The highest percentage of special education or special needs students live in the
PERSONALIZED LEARNING IN MUSIC EDUCATION 3

northwest learning community. There are 855 students from the AZ, 1,579 students from the

CLC, 1,972 students from the NELC, 2,629 students from the NWLC, 1,902 students from the

SLC, 310 from charter schools, and 15 from other schools. There are 9,262 students with special

needs district wide. In 2016-2107 there were 59 elementary schools, 19 middle schools, 18 high

schools, and 10 start-up charter schools.

The district is governed by a seven-member Board of Education who appoints the

Superintendent of Schools. The Superintendent overseas the operations of five divisions:

Academics, Information Technology, Operations, Financial Services and Talent. Leadership is

divided into two divisions: Superintendent and Academics. Under the Academics Division, there

are eleven employees that serve in different roles such as assistant superintendents, deputy

superintendents, program managers, and chief officers. Underneath the Assistant Superintendent

of Learning and Teaching is the Director of Instructional Technology who initiated and manages

the Vanguard Team to support Fulton Countys personalized learning and technology integration

efforts. There are four identified Vanguard members per school throughout the district reaching

around 500 members. There are eight district lead coaches, two per learning community, led by

an appointed Vanguard Lead from the KSU iTeach program. The Vanguard mission is to build

the capacity of Fulton County School educators and leaders to personalize learning through

coaching and instructional technology (Cox, 2015). Of the district Vanguard members, six are

elementary music specialists.

The Assistant Superintendent of Learning and Teaching also oversees the Performing

Arts Coordinator that is charged with leading all kindergarten through twelfth grade general

music, chorus, band, orchestra, drama, and dance specialists. There are four elementary support

teachers, as well as a secondary band, orchestra, and chorus support teacher in the district. The
PERSONALIZED LEARNING IN MUSIC EDUCATION 4

purpose of the FAST, or Fine Arts Support Teachers, are to provide resources and instructional

support for teachers. Fulton County Schools boasts of attracting families to the district due to the

award winning music education program. The Fulton County Fine Arts Department has been

recognized by the National Association of Music Merchants (NAMM) and its counterpart

SupportMusic Merit Award (SMMA) as The Best Communities for Music Education for the last

18 years. Districts are selected based on the following categories: participation in music,

scheduling, qualified faculty, opportunity, support from administrators, standards based learning

and curriculum, community partnerships, technology and funding. Fulton is one of only two

systems nationally to receive this honor for 18 consecutive years. The Fulton County Schools

Fine Arts Departments supports over 400 music, theater arts, and visual arts teachers. Fulton

County additionally has the largest Music Therapy department in the nation. There are

approximately 67 elementary music teachers hired as Fulton County employees.

The Fulton County mission is to educate every student to be responsible, productive

citizens. Their vision is for all students to learn to their full potential (2012-17 Strategic Plan

Building Our Future: Fulton County Schools Where Students Come First, p.2). Therefore, the

district has included a structure aimed at customizing learning for students in the districts

strategic plan. Their goal is to promote a personalized learning environment. As both a member

of the Fulton County Fine Arts Support Team and the Fulton County Vanguard Leadership Team

for the NELC, I believe there is a need for increasing teacher knowledge in creating and

fostering a personalized learning environment through technology integration. Aligned to the

districts vision for all educators across Fulton County and the uniqueness of our districts layout

and diverse population, finding ways for educators to personalize learning in their classrooms is

extremely important and will be demonstrated and modeled through a series of blended learning
PERSONALIZED LEARNING IN MUSIC EDUCATION 5

opportunities with the support from the Fine Arts Coordinator. All collaboration and professional

development will be housed on the district supported OneNote Class Notebook. All music

teachers have access to a personal device through the district as well as a Microsoft Account to

access the Class Notebook. The focus will be on ensuring teachers are seamlessly incorporating

technology in their classrooms with the district shared device rollout plan to promote

personalized learning. I will reach out to professionals in the field, as well as other educators

who have successful personalized learning environments, work with the elementary music FAST

team and elementary music Vanguard Teachers. The structure will include a needs assessment

and formative checks along the way to ensure teacher success in the implementation process.

Statement of Problem, Need and Rationale

As part of the Every Child Succeeds Act and the National Educational Technology plan,

school systems all over the country are working toward creating transformational classroom

environments (Basham et al., 2016). In response, the Fulton County Board of Education is

promoting the creation of personalized learning environments to their district initiatives. In effort

to offer support, the Fulton County School system has provided technology resources and

infrastructures in their schools through a massive device selection process and roll-out. In

addition, people resources are available in each school through embedded professional

development and peer coaching via Vanguard members and a district partnership with the

Kennesaw State University (KSU) iTeach program. But even with all of these resources in place,

special area teachers are often overlooked in the early implementation process. In two separate

case studies (Bauer, Reese, McAllister, 2003) conducted in 19 different locations across the

Midwest, comprised of kindergarten through twelfth grade general music, choral, instrumental,

and other types of music classes, music educators attended a one-week summer workshop for a
PERSONALIZED LEARNING IN MUSIC EDUCATION 6

hands-on training on integrating technology in the music classroom. The pre-assessment survey

questions showed a disconnect across the board in support of a gap between music teachers and

technology training. Immediately following the training, a comfort survey was conducted and

revealed that teachers felt comfortable and capable of technology integration. However; a

follow-up question survey after nine to ten months was conducted and revealed problems with

implementation and retention. This suggests that a sustained professional development model

would be more beneficial for teachers and would include continuous opportunities for training,

discussions, and feedback.

In an ideal personalized classroom, teachers are moving from lecturers to facilitators,

while student learning is carefully crafted to the individual learner themselves. This style of

learning moves away from the traditional one size fits all approach (ODonoghue, 2010). This

approach to teaching, allows students more choice in demonstrating their learning and mastery of

the standards while playing to their interests, strengths, and weaknesses (Basham et al., 2016). In

a case study (Basham et al., 2016) conducted by The Center for Online Learning and Students

with Disabilities, students in a district-wide research study in a northern-central state collected

data of personalized learning for kindergarten through twelfth-grade students. Through frequent

observations, interviews with students, parents, and faculty on the districts approach and

implementation of personalized learning, technology integration, and the alignment of the

Universal Design for Learning, researchers were looking closely at the data in relation to

academic performance, behavioral incidences, and enrollment for these chronically low-

performing schools (Basham et al., 2016, p. 4). What they found was students taking ownership

for their own learning and teachers designing learning environments (Basham et al., 2016). In

addition, administrators and staff members shared a positive outlook on the change in their
PERSONALIZED LEARNING IN MUSIC EDUCATION 7

classroom environments. The data shows an increase in student achievement in both math and

English Language Arts (ELA) for students with and without disabilities, regardless of gender.

These results support the impact personalized learning has on student performance and the

quality of education.

Developing and implementing a professional development program for elementary music

teachers can bridge the gap, provide guidelines along with a definition for the Fulton County

mission of establishing a personalized learning environment, while enriching the quality of

learning for all students regardless of age, ability, gender, or race. Literature (Anderson &

Henderson, 2004) supports a disconnect with professional development world-wide as being

attributed to the lack of sustainability. In a study conducted specifically on music teachers

designed to develop a thinking with technology (as opposed to learning from technology)

approach (Greher, 2011, p. 3) studies showed a gap in the technology integration between

cooperating teachers and preservice or student teachers. Their research concluded that a

sustained professional development model along with a willingness to take risks were required

(Greher, 2011). In the Australian case study of a Blended Model (Anderson & Henderson, 2004),

data was collected to show the effectiveness of teacher professional development through digital

tools in three large regional schools as well as a regional university in Australia. Data was

collected through blogs, journals, and interviews. Their research also concluded that a sustained

and continuous professional development was key toward success. Moore and Barab, and

Brosnan and Burgess (Anderson & Henderson, 2004), found value in creating and fostering a

social learning environment promoting collaboration, identity, authentic tasks, healthy debates

and negotiations, and community prior to cognitive learning. Beginning with a face-to-face

meeting was key in their model to ensure the online blend would be successful. In addition,
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teachers showed interest in modeling the tools they would be using in their classroom throughout

their professional development. In a separate case study conducted in the Netherlands (Matzat,

2013), which included 26 online communities for secondary education, research supports a

blended virtual community enhances teachers professional development. Teachers felt

comfortable sharing with their peers, in addition, content was of higher caliber due to the

accessibility of multiple media options, and the added layer of providing each member an

opportunity to share their voice (Matzat, 2013). The Fulton County elementary music teachers

have built-in professional development days that can be used to focus on personalized learning;

however, as supported by the case study, adding in sustainability elements through online

professional development, discussions, and feedback will be key. In addition, to help provide a

foundation for personalized learning, modeling through a personalized professional development

design will need to be put in place.

Objectives & Deliverables

Based on a needs assessment survey and observation feedback forms by the Fulton

County Fine Arts Department, teachers are requesting additional support for personalized

learning. The empirical evidence stated above proves that promoting personalized learning

enhances the learning environment. In addition, studies show that the best way to train

professionals is through a sustained model. The goal of this project is to create and implement a

professional development course to foster a personalized learning environment for elementary

music specialists in Fulton County Georgia. The objectives below will aid in measuring the

success of teacher implementation and understanding of the seven personalized learning

principles.
PERSONALIZED LEARNING IN MUSIC EDUCATION 9

By December 15, 2017, Fulton County elementary music teachers will increase their

understanding of the seven personalized learning principles.

By December 15, 2017, Fulton County elementary music teachers will improve their

implementation of two personalized learning principles.

By December 15, 2017, Fulton County elementary music teachers will feel more

comfortable with the understanding of the seven personalized learning principles and will

increase usage of district provided technology tools as identified by the Students First!

Survey.

The following deliverables will support the project objectives:

Teacher survey results on technology usage and personalized learning comfort from the

Fulton Schools First! Survey dashboard

Checklists from the learning walks

Blended online professional development course housed on the district Microsoft

OneNote Class Notebook

Teacher artifacts submitted through Microsoft OneNote Class Notebook

Online Skype Calls from music teachers in other districts implementing personalized

learning

PSC Standards

Fulton County Schools has included fostering a personalized learning environment in

their school district strategic plan and has begun a massive roll out of technology tools,

resources, and trainings. In effort to support the mission and vision of Fulton County Schools,

the Performing Arts Department has agreed that more training is needed to identify how this will
PERSONALIZED LEARNING IN MUSIC EDUCATION 10

look in our department across the district. The Georgia Professional Standards Commission

(PSC) for Instructional Technology Standards agrees that properly training teachers is a best

practice and listed under standards 2, 3, and 5.

PSC Standard 2: Teaching, Learning, & Assessment

o Element 2.6: Instructional Design: Candidates model and facilitate the effective

use of research-based best practices in instructional design when designing and

developing digital tools, resources, and technology-enhanced learning

experiences.

o Element 2.7: Assessment: Candidates model and facilitate the effective use of

diagnostic, formative, and summative assessments to measure student learning

and technology literacy, including the use of digital assessment tools and

resources.

PSC Standard 3: Digital Learning Environments: Candidates demonstrate the knowledge,

skills, and dispositions to create, support, and manage effective digital learning

environments.

o Element 3.3: Online & Blended Learning: Candidates develop, model, and

facilitate effective classroom management and collaborative learning strategies to

maximize teacher and students use of digital tools and resources.

PSC Standard 5: Professional Learning & Program Evaluation. Candidates demonstrate

the knowledge, skills, and dispositions to conduct needs assessments, develop

technology-based professional programs, and design and implement regular and rigorous

program evaluations to assess effectiveness and impact on student learning.

PERSONALIZED LEARNING IN MUSIC EDUCATION 11

o Element 5.2: Professional Learning: Candidates develop and implement

technology-based professional learning that aligns to state and national

professional learning that aligns to state and national professional learning

standards, integrates technology to support face-to-face and online components,

models principles of adult learning, and promotes best practices in teaching,

learning, and assessment. (PSC 5.2/ISTE 4b)

Project Description

In order to develop a blended professional learning opportunity for elementary music

teachers, the first step is to take a needs assessment survey to define areas of strengths and

weaknesses based on teacher interest. With proper permission from the district records office,

the next step will be to take data from the Students First! Survey. This information will be used

to inform instruction for the blended learning modules. After the data has been collected and

assessed, modules will be created to educate teachers on the seven personalized learning

principles. Fine Arts Support Teachers, Vanguard members, and educators outside of our district

will all aid in coaching, assessing, and delivering content.

Online Professional Development Modules / Teacher Artifacts

To provide sustainability and ensure teachers gain an understanding of the seven

personalized learning principles, an online component of the professional development will be

important. All information will be housed on the district Microsoft OneNote Class Notebook I

created and implemented during the 2016-2017 school year. Teachers will be using both the

collaborative and content tabs in the Notebook. To provide a smooth roll-out of the seven

personalized learning principles, four modules will be created and stored on the website. These
PERSONALIZED LEARNING IN MUSIC EDUCATION 12

modules will be a combination of videos and slides ran through a Nearpod presentation to foster

an interactive presentation and data collection. The breakdown of the modules will be as follows:

Module 1: Varied Strategies and Flexible Pacing

Module 2: Just-in-Time Direct Instruction and Choice for Demonstrating Learning

Module 3: Voice and Choice and Co-Planning Learning

Module 4: Mastery Based Assessments

The self-paced modules will roll-out between October and November 2017. Teachers will

have the opportunity to complete the modules and the required assignments no later than

November 24, 2017. Any required artifacts needed for the completion of the modules will be

collected and stored on the Microsoft OneNote Class Notebook.

Students First! Survey

The Fulton County Students First! Survey Dashboard is conducted to answer several

questions about implementing research-based teaching practices, professional learning needs,

enabling or preventative concerns for implementation, and student engagement. With permission

from the Fulton County evaluation department, a clear picture will be presented on teachers

current knowledge, realities, and perceptions. The dashboard includes data about the seven

principles of personalized learning (teacher-reported), digital content and tools (teacher-reported,

actual usage), data usage (teacher-reported) classroom environment or instructional models

(teacher-reported), learning walk/focus group (observation data), and student engagement

(student-reported). Included on the dashboard are teacher-reported barriers. The information

collected can be disaggregated to view all elementary music teachers and their student results as

a baseline for growth measurement. A second survey will be given in December to measure
PERSONALIZED LEARNING IN MUSIC EDUCATION 13

changes in percentages across the district. The data derived from the metrics will assess teacher

understanding of the seven personalized learning principles.

Face-to-Face Professional Development / Vanguard Peer Coaching

Teachers will participate in a blended professional learning environment that will be both

sustainable and model the personalized learning style desired. Fulton County has a team of

technology innovators called the Vanguard team that lead schools in technology integration

through best practices and building capacity in schools. Through this effort, Vanguard members

are trained on the personalized learning principles. There are about six elementary music

teachers on the Vanguard team and will be assisting with developing and administering

professional development in small groups. Vanguard members will hold a face-to-face meeting

and share best practices, classroom examples, and what works with small groups within their

learning community. In addition, content modules will be curated and stored on a website for

teachers to complete throughout the semester that will include a reflection and material from

outside musicians who create a personalized learning environment in their schools.

Online Skype Calls

As a member of the school personalized learning team, I had the pleasure of working

closely with the Ed Elements team contracted to help schools in Fulton County with the

implementation of personalized learning. During my time developing the plan for my school, the

Ed Elements team connected me with other music teachers across the country who are also

working toward creating a personalized learning environment. As part of the blended

professional development course, I plan on reaching out to the Ed Elements team to identify
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additional music teachers across the country who will share personalized learning strategies

through Skype calls.

The goal of this project is for teachers to have a clear picture and definition of

personalized learning that align with the districts vision, mission, and strategic plan. In addition,

the goal is for teachers to have a clear understanding of how to effectively implement each of the

principles in elementary music classrooms effectively including seamless technology integration.

Table 1
Project Activities Alignment

Project Item/Activity Project Objectives Deliverable

Baseline Fulton County
Database Personalized
Learning Survey Results
Blended learning model
using Microsoft OneNote
Classroom covering the
personalized learning
principles and technology
integration.
Face-to-face and online
meetings with music
Vanguard members
Online Skype Calls
Evaluation Plan
FCS ES music teachers will
increase their understanding of
the 7 personalized learning
principles.
FCS ES music teachers will
increase their understanding of
the 7 personalized learning
principles.
FCS ES music teachers will
increase their understanding of
the 7 personalized learning
principles and implementation of
2 personalized learning
principles.
FCS ES music teachers will
increase their understanding and
implementation of the
personalized learning principles.
Fulton County Students
First! Survey
Blended professional
development program
Peer Coaching check-ins
with Vanguard via Google
form and submitted
artifacts or work
assignments through Class
Notebook.
Online Skype Calls
(Videos stored on Class
Notebook)

Teachers will be participating in a blended professional learning program that will be

providing elementary music teachers with the knowledge and tools needed to effectively
PERSONALIZED LEARNING IN MUSIC EDUCATION 15

integrate technology and implement a personalized learning environment. Several measurement

indicators will be put into place to create a final picture of the rate of growth in music learning

environments. These measurement tools will be used to meet the objectives of the project and

check for teacher understanding of the seven personalized learning principals and for the

implementation of at least two personalized learning principles by December 17, 2017. In

addition, throughout this blended course, the Professional Commission Standards 2, 3, and 5 will

be covered. Evaluating the survey and checklist results models effective use of measuring

teacher learning and growth through a digital platform under the GaPSC Standard 2, Element

2.7. Through the development and implementation of the blended professional development

course, GaPSC Standard 2, Element 2.6 and Standard 5, Element 5.2 are established.

Learning Walks / Fine Arts Support Teachers

The learning walks will be a very important piece of the observation and learning

process. Fulton County is very unique as it has a special Fine Arts Support Teacher (FAST)

Team that serve as mentors and coaches for the music and art teachers across the district. To aid

in the blended professional development model, the elementary music FAST team will adopt a

personalized learning checklist as part of the required observation. This checklist will be

included on the standard FAST team observation sheet that is shared and stored for teachers and

district administrators. The learning walk checklist will include important items such as best

practices and evidence of progress on two of the personalized learning principals selected by the

district or individual school and evidence of students engagement in learning. This information

will be collected using a district-wide One Note Class Notebook for each teacher. The learning

walk will be conducted on all elementary music teachers in the Fulton County School district.

The FAST team will begin observations in August as a baseline and conduct a second
PERSONALIZED LEARNING IN MUSIC EDUCATION 16

observation prior to December to measure growth. Teachers will focus on increasing by at least

one check on the checklist in at least two personalized learning principles to demonstrate

understanding and growth. The data derived from the learning walk checklists will measure the

growth of implementation of a personalized learning environment to inform instruction for the

professional development course and identify areas of need.

Professional Development Face-to-Face Kick-off/ Vanguard

A face-to-face professional development meeting for all district elementary music

teachers will kick-off the professional learning modules. The meeting will take place at the

October teacher workday. Music teachers will be divided into small groups using the needs

assessment to create flexible groupings. The needs assessment was given May 2017. The groups

will be led by district Vanguard members who will guide teachers in identifying the seven

personalized learning principles and how they look in the music class. The Vanguard members

will be their contact throughout the implementation process and have been district trained. The

Vanguard members will serve as a digital peer coach and work through a shared Google form to

elicit feedback at least two times throughout the semester. Teachers will also submit artifacts to

support their selected personalized learning principle. The artifacts will be housed on the district

Microsoft OneNote Class Notebook. These sessions and artifacts will help guide teachers toward

proper implementation and show growth on the learning walk checklist. In addition, the data will

be collected to measure teacher understanding of the personalized learning principles and create

a list of misconceptions to be addressed through the online professional development course.

Summative Activity Assessment

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The summative activity will be a combination of the follow-up Students First! Survey

and the learning walk-through checklist. The learning walk data will be compiled on an Excel

sheet to assess percentages in survey growth and documented. This data will be compared to the

Students First! Survey results and the Google coaching reflections to identify growth to address

any misconceptions or areas in need. Comparing these three key pieces of data will provide an

overarching learning environment and clear picture of teacher learning. The goal is for teachers

in the district to select one principle they would like to focus on and ensure they have increased

the number of key points on the checklist by at least one check. The summative assessment will

measure the teacher implementation of two personalized learning principles.

Project timeline

The blended professional development modules will begin in the fall semester of 2017-

2018 school year. Teachers will participate in a face-to-face kick-off meeting and introduction to

the seven personalized learning principals to get all music teachers acquainted. Small group

breakout sessions will occur, led by district Vanguard members, to ensure the delivery is

effective and teachers feel comfortable taking risks and asking questions. Following the face-to-

face meeting, teachers will be completing modules with a focus on each of the personalized

learning principles. They will be demonstrating their knowledge through an OneNote Class

Notebook and a Google reflection form with their coach. Each session will focus on best

practices, student engagement, and student achievement.

Table 1.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
August Students First! Survey analyzed for baseline and 6 hours
2017 inform professional development course
PERSONALIZED LEARNING IN MUSIC EDUCATION 18

September Create professional development modules about the 30 hours

2017 seven personalized learning principles using Class
Notebook.
October 6, Face-to-face professional learning kick-off meeting 12 hours
2017 to introduce the seven principles and peer-coaching
session with Vanguard
October Personalized Learning Modules 1-4 begin and
November completed (Module 1: Varied Strategies and
2017 Flexible Pacing; Module 2: Just-in-Time Direct
Instruction and Choice for Demonstrating Learning,
Module 3: Voice & Choice and Co-Planning
Learning; Module 4: Mastery Based Assessments
Review submissions and offer feedback as needed 20 hours
to Modules 1-4
November Begin Conducting Learning Walks and gathering 20 hours
2017 data
November Online Skype guest from district in Alaska on 2 hours
2017 personalized learning initiative
December Online Skype guest from district in Texas on 2 hours
2017 personalized learning initiative
December Resend Students First! Survey and disaggregate data 3 hours
2017 for discussion and reflection
December Compare learning walk data and Students First! 5 hours
2017 Survey data to identify areas of growth district-wide
Note: Month = the month during which activity or item will take place. Project Item/Activity, or
Evaluation Item = statement to describe what learners or evaluation plan will do to meet the
objective. Hours = hours necessary to create and implement, or evaluate content.
PERSONALIZED LEARNING IN MUSIC EDUCATION 19

Resources

District administrator approval for use and posting of Students First! Survey and

Learning Walk data on district elementary teachers.

District permission from Fulton County Schools Performing Arts Coordinator to

implement professional development

Fulton Countys personalized learning resource website http://fultonpl.weebly.com

Fulton Countys personalized learning roadmap -

https://www.fultonschools.org/en/divisions/acd/personalizedlearning/Documents/FCS%2

0Personalized%20Learning%20Roadmap%20Final.pdf

Elementary Music Vanguard members from the district

Fulton County Fine Art Support Teachers

Microsoft One Note Class Notebook provided by the district to house professional

learning modules and artifacts

Students First! Survey Database and Resource www.fultonschools.az1.qualtrics.com

Skype for Business provided by Fulton County Schools

Nearpod Gold District License

PERSONALIZED LEARNING IN MUSIC EDUCATION 20

References

FY14 FCS Citizen Centric Report. (n.d.). Retrieved June 11, 2017, from FY14 FCS Citizen

Centric Report.pdf

Basham, J. j., Hall, T. E., Carter Jr., R. A., & Stahl, W. M. (2016). An Operationalized

Understanding of Personalized Learning. Journal of Special Education Technology,

31(3), 126-136. doi: 10.1177/0162643416660835

Anderson, N., & Henderson, M. (2004). e-PD: blended models of sustaining teacher professional

development in digital literacies. E-Learning and Digital Media, 1(3), 383-394.

ODonoghue, J. (2010). Technology-supported Environments for Personalized Learning :

Methods and Case Studies. Hersey, PA: IGI Global.

Bauer, W. I., Reese, S., & McAllister, P. A. (2003). Transforming music teaching via

technology: The role of professional development. Journal of research in Music

Education, 51(4), 289-301.

Greher, G. G. (2011). Music Technology Partnerships: A Context for Music Teacher

Preparation. Arts Education Policy Review, 112(3), 130-136.

doi:10.1080/10632913.2011.566083

Matzat, U. (2013). Do blended virtual learning communities enhance teachers' professional

development more than purely virtual ones? A large scale empirical comparison.

Computers & Education, 60(1), 40-51.

Cox, H. (2015). FCS Vanguard Team. Retrieved July 5, 2017, from http://www.fcsvanguard.org

2012-17 Strategic Plan Building Our Future: Fulton County Schools Where Students Come First.

(n.d.). Retrieved July 05, 2017, from

http://www.fultonschools.org/en/Documents%20%20StrategicPlan/SP2017Final.pdf