Back in 2008, I was part of a planning team of a new high school. We were working full time at our current school, and then putting in many hours outside of the school day as part of the planning team. One of the reasons I went to the new high school was to follow the technology–and quickly became involved as part of the technology subcommittee. While we were tasked to make many decisions, truthfully, only one of our decisions ever came to fruition–the choice of giving teachers laptops versus a desktop in every room. All of the other decisions recommended by the committee or made by the larger team were eventually ignored and decisions were made by the district IT department.
One stunning example was the choice of an interactive whiteboard. The tech committee liked one board (the InterWrite), the planning time chose another (Promethean). Several members of the planning committee even had Promethean boards installed in their classrooms, preparing for the new high school. The IT department decided, out of the blue, to go with SMART instead, without any explanation.
In hindsight, the committee and team may never had actual authority to make that decision, and the principal (of the new school, and head of the building project) may have either thought that we had more power then we did, or it may have been an attempt to just take power. In either case, when someone else is actually the decision maker, and that isn’t communicated from the start–you feel disenfranchised.
What you find is that when you are passionate about something, and then give your life’s blood–time out of your life–to a cause, and then someone makes a decision that invalidates all of your hard work, that you experience a wave of emotions, including shock, anger, and sadness. If it is a major decision, there may even be grieving.
We are seeing many schools go 1:1 these days. Although the adoption of technology may not bridge the achievement gap, no one can reasonably argue that technology is a part of our lives. Although you can try to teach students without technology, there is no doubt that students are going to need to learn how to use technology to succeed in college (or post secondary education!) and life. Chances are that basic technology skills (like many basic skills, sadly), are not being taught at home. So it does fall upon our public schools to provide experiences that help students learn how to use these tools. And in this technology-filled world, it is hard to argue against 1:1 versus “traditional” weekly exposure to computers in the media center.
A big challenge comes when the discussion of 1:1 moves from “should we” to “which device should we pick?” If all options are open, no music educator is going to settle on a Chromebook. While you can use a Chromebook in music education (see my past presentations, and the list of web apps from places like MusicFirst continue to grow), Apple products (iOS and Mac) and Windows are better suited for music education. My personal preference, of course, is the iPad.
But if your district goes 1:1, there are two big questions you have to ask:
- Has the decision already been made?
- Who makes the final decision?
As I have blogged about in the past, many times the decision for Chromebooks has already been made by district IT and administrators before the discussion is brought back to teachers (and possibly students and parents). The leaders then use a process of a technology committee, surveys, and presentations to build a consensus which is truly meant to have the group arrive at the decision that the leaders have already made (incidentally, this is an incorrect use of consensus). If you were on that committee, advocating for your subject, and you find that your efforts changed nothing, you find yourself hurt, sad, and angry–and it is completely understandable.
In a nutshell, I continue to support the iPad because of its flexibility, especially for non-core classes. Core MIDI has been a part of the iPad since day one. The programs available on the Pad have not been matched on any other mobile device. And the promise of an iPad Pro is exciting (for music teachers–districts will never buy a “pro” for students).
Meanwhile, the Chromebook is a lot like an interactive white board. Most IWBs become digital whiteboards or projection surfaces within 2 years of introducing the technology. Chromebook implementations become, over time, replacement for weekly trips to the media center. Many teachers get “stuck” having their kids write papers on Google Docs and creating presentations in Google Slides. But as long as technology is being “used” in classes, IT and district leaders are happy, even though the level of technology integration is on the shallow end of the pool.
In contrast, most iPad teachers that I have worked with never stop looking for new apps and new ways to implement iPads in their classrooms. I think the device, without the keyboard, forces teachers to keep redefining how to use the device.
If you find yourself in the position where the Chromebook decision was made (from the start), there are things you can do.
- After the shock and sorrow (and hurt and anger) wear off, remember that you can use Chromebooks in music education–they just aren’t the first or best solution.
- The best source for music education web apps (for Chromebooks) is MusicFirst. Logically, these web apps require subscriptions. Nothing of quality comes for free (Google, for example, sells colletive data to advertisers, although they do not give away personal data). Make sure that the cost of these subscriptions are factored into your school’s Chromebook plan. (One of the attractive aspects of Chromebook implementation is that all of Google’s core services are free to the school). With the money saved by going Chromebook over iPad, there should be funds avaialble for this.
- It is never too late to advocate for a set of iPads for your classroom, because music has always been considered “different.” Remember when the music teachers had Macs and everyone else had Windows computers (this was quite common)? This could mean a small set for sectional/practice room use, or a complete set for students in your room. With the money saved by going Chromebook over iPad, there should be funds avaialble for this.
- Finally, no one can stop you from using your own iPad (with a 3rd Generation Apple TV, which doesn’t even need a wireless network to work with your iPad). Granted, this isn’t a high level of integration for students–but it does give you the ability to teach with an iPad and the benefits that brings.