The Effectiveness of Digital Technology in K-12 Strings & Orchestra Classrooms

Open Access
Ripp, Emma K
Area of Honors:
Music Education
Bachelor of Music
Document Type:
Thesis Supervisors:
  • Robert Dale Gardner, Thesis Supervisor
  • Ann Callistro Clements, Honors Advisor
  • Music Education
  • Music
  • Digital Technology
  • Education
The purpose of this study was to explore the effectiveness of digital technology in K-12 Strings and Orchestra Classrooms. Members from the American Strings Teachers Association were contacted to participate in an online survey asking about their experiences, perspectives, and preferences with digital technology within their strings and orchestra classrooms. The aim of this survey was to collect data about what digital technologies are being used, how effective teachers have found them, why teachers find them effective, and what teachers prefer to use with their students. The results indicated that over 95% of the surveyed American strings and orchestra teachers do use digital technology in their string and orchestra classrooms. Each type of digital technology listed in the distributed survey was ranked as over 50% effective in strings and orchestra classrooms. Recording devices, YouTube videos, and notation devices were rated the most effective. Participants found themselves most proficient with using YouTube, music websites, and recording devices. The top three digital technology devices that teachers chose as their favorites include recording devices, YouTube videos, and Smart Music. Many teachers did not receive much training for learning to use many of the digital technology devices. They reported receiving the most training with PowerPoint or slideshow presentations, notation software, and SmartBoards. Digital technology has proven very effective in strings and orchestra classrooms and can enhance a curriculum and further engage students.