El diagrama de transformación de fases metaestables

This  study  employed  three  interview  schedules  with  semi-­‐structure  questions.  In   designing  the  questions,  due  consideration  was  given  to  reliability  and  internal  

consistency.  Salkind  (2009)  addressed  the  importance  of  reliability  and  validity  for   research  tools:  they  are  the  first  lines  of  defense  against  spurious  and  incorrect   conclusions.  Cresswell  (2008)  insisted  that  reliability  and  validity  are  bond  together   in  complex  ways.  These  two  terms  sometimes  overlap  and  at  other  times  are   mutually  exclusive.  The  more  reliable  the  research  instrument,  the  more  valid  the   study  will  be.  Other  factors  like:  personalities,  social  attitudes,  and  interactions   between  the  interviewer  and  informants  might  also  influence  the  reliability  and   validity.  Although  some  researchers  further  use  the  terms  “trustworthiness  and   authenticity”  in  place  of  “reliability  and  validity”  (Guba  &  Lincoln,  1994),  this  study   was  mainly  designed  based  on  the  theories  of  Cresswell  (2008)  and  Salkind  (2009)   and  used  reliability  and  validity  to  measure  the  qualitative  research.  

Reliability  

Cresswell  (2008)  and  Salkind  (2009)  claimed  that  obtaining  reliable  measures  or   observations  is  an  important  condition  of  a  good  research.  Reliability  is  not  only  a   concept  but  also  a  practical  measure  of  how  consistent  and  stable  a  measurement   instrument  or  a  test  might  be.  Although  Kirk  and  Miller  (1986)  had  divided  reliability   into  three  forms:  quixotic  reliability,  diachronic  reliability,  and  synchronic  reliability,   Cresswell  (2008)  and  Salkind  (2009)  classified  reliability  as  test-­‐retest  reliability,   alternate  forms  reliability,  alternate  forms  and  test-­‐retest  reliability,  inter-­‐rater   reliability,  and  internal  consistency  reliability.  

The  internal  consistency  reliability  is  a  measure  of  how  consistently  each  item   measures  the  same  underlying  construct  and  examines  how  unified  the  items  are  in   a  test  or  assessment.  However,  Burns  (2000)  pointed  out  that  this  kind  of  reliability   could  be  checked  by  building  some  redundancy  into  the  instruments.  In  order  to  

reasonably  assess  reliability  when  doing  the  research,  Minichiello  et  al.,  (2008)   stated  that  it  is  necessary  for  the  researcher  to  document  the  research  procedure.   This  should  be  done  in  such  a  manner  that  any  reader  or  prospective  researcher  can   find  the  details  of  how  and  why  the  researcher  made  certain  decisions  in  the  

research  process,  the  perceived  impact  on  researcher  and  informants,  how  the  data   was  collected  and  analysed.  This  research  used  the  internal  consistency  reliability  to   assess  the  reliability  of  interview  questions  and  the  information  related  to  this   research  procedure.  

Validity  

In  addition  to  reliability,  validity  is  another  consideration  for  establishing  the  

research  instruments.  According  to  Salkind  (2009)  there  are  three  aspects  of  validity:    

1. Validity  refers  to  the  results  of  a  test,  not  to  the  test  itself.  So  if  we  have  the   ABC  test  of  social  skills,  the  results  of  the  test  may  be  valid  for  measuring   social  interaction  in  adolescents.  We  talk  about  the  validity  only  in  light  of   the  outcome  of  a  test.  

2. Just  as  with  reliability,  validity  is  never  a  question  of  all  or  none.  The  results   of  a  test  are  not  just  valid  or  invalid.  This  progression  occurs  in  degrees   from  low  validity  to  high  validity.  

3. The  validity  of  the  results  of  a  test  must  be  interpreted  within  the  context  in   which  the  test  occurs.  If  this  were  not  the  case,  everything  could  be  

deemed  to  be  valid  just  by  changing  its  name.  (p.  117)    

There  are  different  forms  of  validity:  content  validity,  criterion-­‐relate  validity,  and   construct  validity.  The  most  obvious  type  of  validity  is  content  validity  for  the  

interview  questionnaires.  Gall,  Borg  and  Gall  (1996)  explained  that  content  validity   refers  to  “the  degree  to  which  the  scores  yielded  by  a  test  adequately  represent  the   content,  or  conceptual  domain,  that  these  scores  purport  to  measure”  (p.  250).   Burns  (2000)  pointed  out  that  content  validity  may  be  “assessed  by  having  some   competent  colleagues  who  are  familiar  with  the  purpose  of  the  survey  examine  the   items  to  judge  whether  they  are  a  representative  sample  of  the  behavior  domain   under  investigation”  (p.  585).    

The  expert  content  validity  was  used  in  this  research  to  judge  the  research   instruments  and  ensure  the  validity.  Creswell  (2008)  identified  the  strategy  to   evaluate  content  validity:  “typical  researchers  go  to  a  panel  of  judges  or  experts  and   have  them  identify  whether  the  questions  are  valid.  This  form  of  validity  is  useful,   known  and  easily  identifiable”  (p.  172).    

Three  experts  from  academia  were  invited  to  consider  the  content  and  effectiveness   of  the  interview  schedules  in  this  study.  Because  the  interviews  were  conducted  in   Chinese,  the  Chinese  translations  of  these  questions  were  also  checked.  These   experts  gave  some  comments  on  the  revision  of  the  questions  before  the  interviews   were  conducted.  

2.  5  Research  instruments  

This  research  adopted  three  different  semi-­‐structure  interview  schedules  as  research   instruments  to  account  for  the  research  goals  and  to  answer  the  research  questions.   Each  group  of  interviewees  in  this  study  was  interviewed  via  different  interview   schedules.  (The  first  interviewee  schedule  is  for  the  policy  developers;  the  second  is   for  the  university  professors,  and  the  third  is  for  the  school  teachers.)  The  questions  

in  three  schedules  overlapped.  This  is  because  the  researcher  expected  to  obtain  the   information  on  some  particular  issues  from  different  perspectives.    

Interview  Schedule  I:  for  policy  developers  

This  interview  schedule  is  mainly  focused  on  the  developments  of  the  integration  of   IT  in  education  in  Taiwan,  particularly  in  music  education.  The  questions  in  this   interview  schedule  were  expected  to  obtain  the  historical  data  and  evaluate  the   accuracy  of  existing  historical  research  resources.  The  content  includes  personal   background  and  opinions  of  the  interviewees,  important  events  and  promotion   approaches,  influences  of  policies  and  the  directions  for  future  development  with   respect  to  the  integration  of  IT.  Before  the  interview,  the  researcher  requested  the   interviewees  to  answer  the  question  in  relation  to  music  education.  The  details  are   as  follows:    

1. What  is  your  background  and  experience  of  the  integration  of  IT?   2. What  is  your  opinion  on  the  integration  of  IT?    

3. Please  describe  the  developments  of  the  integration  of  IT  in  education  in   Taiwan.  

4. What  are  the  important  factors  and  their  influences  on  the  integration  of  IT  in   Taiwan?  

5. What  are  the  effects  on  the  teacher  education  institution  after  the  promotion   of  the  integration  of  IT?  

6. What  are  the  effects  on  primary  school  education  after  the  promotion  of  the   integration  of  IT?  

7. How  should  the  institutions  promote  the  integration  of  IT  in  pre-­‐service  teacher   education  and  in-­‐service  teacher  professional  development  programs?  

8. How  should  the  primary  school  promote  the  integration  of  IT?  

9. What  are  the  challenges  to  promote  the  integration  of  IT  in  pre-­‐service  teacher   education  and  in-­‐service  teacher  professional  development  programs?  

10. What  are  the  challenges  to  promote  the  integration  of  IT  in  primary  school   education?  

11. What  do  you  see  as  the  future  direction  in  the  promotion  of  the  integration  of   IT  in  both  pre-­‐service  teacher  education  and  in-­‐service  teacher  professional   development  programs?    

12. What  do  you  see  as  the  future  direction  to  promote  the  integration  of  IT  in   primary  school  education?  

Interview  Schedule  II:  for  university  professors  

This  interview  schedule  is  mainly  focused  on  the  investigation  of  the  present   situation  and  the  feedback  from  the  university  professors  regarding  the  integration   of  IT  training  in  primary  school  music  teacher  education  (including  pre-­‐service   training  and  professional  development).  The  content  includes  personal  background   and  opinions  of  the  interviewees,  the  practice  of  the  integration  of  IT  training  for   music  teacher  education,  and  the  suggestions  to  the  Ministry  of  Education  and   Primary  school  education  for  further  promotion.  The  strategies  and  suggestions  of   the  integration  of  IT  in  school  music  education  are  also  explored.  The  details  are  as   follows:  

1. What  is  your  background  and  experience  in  the  integration  of  IT?   2. What  is  your  opinion  on  the  integration  of  IT?  

3. What  kind  of  knowledge  and  skills  in  the  integration  of  IT  do  you  think  that   music  teacher  should  have?  

4. What  courses  did  your  institution  offer  to  teach  undergraduate  and   postgraduate  student  related  to  the  integration  of  IT?  

5. What  kind  of  knowledge  and  skills  did  the  students  learn  from  these  courses?   6. As  above,  how  about  the  feedback  from  students  for  these  courses?    

7. What  are  the  challenges  for  music  teacher  education  institutions  in  terms  of   training  their  students  on  the  integration  of  IT?  

8. What  are  your  recommendations  for  music  teacher  education  institutions  to   train  students  on  the  integration  of  IT?  

9. What  do  you  think  is  required  in  the  training  of  in-­‐service  music  teachers  to   integrate  IT  in  their  teaching?  

10. What  are  the  approaches  or  models  of  the  integration  of  IT  in  primary  school   music  teaching?  

11. What  are  your  recommendations  for  the  Ministry  of  Education  regarding  the   promotion  of  the  integration  of  IT  in  music  education  in  the  future?  

12. What  are  your  recommendations  for  primary  school  to  promote  the  integration   of  IT  in  music  education  in  the  future?  

Interview  Schedule  III:  for  school  teachers  

This  interview  schedule  is  mainly  focused  on  school  music  education  and  teacher’s   feedback  for  IT  integrated  music  teacher  education.  This  interview  schedule  can  help   to  understand  the  actual  situation,  needs,  and  strategies  of  the  integration  of  IT  in   primary  school  music  education.  The  content  includes  personal  background  and   opinions  of  the  interviewees,  the  practice  of  the  integration  of  IT  in  primary  school   music  education,  and  suggestions  for  Ministry  of  Education,  music  teacher  education   programs  and  other  school  staff.  The  details  are  as  follows:  

1. What  is  your  background  and  experience  in  the  integration  of  IT?   2. What  is  your  opinion  on  the  integration  of  IT?  

3. What  is  the  general  situation  of  the  integration  of  IT  in  primary  school  music   teaching?  

4. What  are  the  challenges  of  the  integration  of  IT  in  primary  school  music   teaching?  

5. How  do  you  integrate  IT  into  your  music  teaching?  

6. How  does  IT  solve  your  teaching  problems  or  improve  your  teaching?  

7. What  are  the  advantages  and  disadvantages  of  integrating  IT  into  your  music   teaching?  

8. What  further  assistance  do  you  need  in  integrating  IT  in  your  teaching?     9. What  are  your  recommendations  for  the  Ministry  of  Education  to  promote  the  

integration  of  IT  in  music  education  in  the  future?  

10. Did  you  undertake  any  course  concerning  the  integration  of  IT  when  you  studied   in  the  teacher  education  institution?  What  did  you  learn  from  the  courses?  What   are  the  effects  on  your  teaching  after  taking  those  courses?  

11. Did  you  participate  in  any  training  concerning  the  integration  of  IT  during  your   teaching  career?  What  did  you  learn  from  the  courses?  What  are  the  effects  on   your  teaching  after  taking  those  courses?  

12. What  are  your  recommendations  for  music  teacher  education  institutions  (  either   for  pre-­‐service  or  in-­‐service  teachers)  about  the  integration  of  IT  training?  

13. What  are  your  recommendations  for  primary  school  music  education  related  to   the  integration  of  IT  (such  as  policies,  curriculum,  facilities)?  

14. What  are  your  recommendations  for  other  music  teachers  to  integrate  IT  in  their   teaching?  

music  teaching.