"Washington, DC Public School Educators’ Perspectives on the Implementa" by Steven Garrison

Date of Conferral

1-2-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Loren Naffziger

Abstract

There was a gap in practice in the consistent use of educational technology to engage students, provide instruction differentiation, and improve the overall music learning experience in the District of Columbia Public Schools (DCPS). The inconsistent use of technology in DCPS music programs limits students’ potential to fully experience and benefit from music education advancements. The purpose of this basic qualitative study was to explore the perspectives of K–12 DCPS music teachers on the use of educational technology to engage students, provide differentiated instruction, and improve overall learning outcomes. The conceptual framework was Davis’s technology acceptance model, which has been used to measure the adoption of new technology. Semistructured interviews were used to collect data from 10 K–12 DCPS music content area educators with at least 5 years’ teaching experience, including integrating educational technology into music education practice. Saldaña’s qualitative coding method was implemented for data analysis. Findings revealed three themes: enhancing student engagement through interactive and visually stimulating content, facilitating differentiated instruction with adaptive tools, and improving learning outcomes with specialized music software. Continuous professional development was found to be crucial for addressing challenges, keeping teachers updated, and boosting their confidence in using technology effectively. The project deliverable was a 5-day professional development training program, which may lead to positive social change by helping music educators effectively use and engage with technology to support diverse learners and improve student outcomes.

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