Integrating Technology in Instrumental Music Education. Benjamin Mattson

Transcription

1 Integrating Technology in Instrumental Music Education Benjamin Mattson 1

2 80% of current secondary school students will not take a music course during their high school years (Demski, 2010). Why? 2

3 Why are music educators not reaching this 80% of the student population? What can music educators do to ensure they are engaging students? What can music educators do to ensure they are delivering relevant music curriculum? 3

4 Integration of technology 4

5 In this digital age students are spending time using technology outside of school to experience music. The students of today do not know a world without the digital technologies associated with music making and listening, among them computers, electronic keyboards, MP3 files and players, compact discs, the internet, and a range of other digital music devices and formats. (Webster, 2002) 5

6 Students are listening to more music, creating more music, and playing more music then ever before, but we as educators are not involved. It s happening at home, on the students personal time, on their personal computers, tablets, and now phones. (Demski, 2010) 6

7 Reported Majority of music educators acknowledged that educational technology as becoming more prevalent in their schools and districts. Could see others benefiting from technology in their classes but were unsure what technology could do for them in their own classroom. 7

8 Reported Teachers avoid teaching with technology Intimidated by the technology Students know more than teachers 8

9 Why should music I use technology? What can technology do for me? How much is it going to cost? 9

10 It is time to rethink our music curriculum. Music technology must play a larger role in music teaching and learning. 10

11 So where do we start? We need a plan! 11

12 Byrne & MacDonald (2002) define music technology by itemizing the components of the technology. Electronic keyboards, external sound modules, multi-track recording software and equipment, synthesizers, hardware sequencers and a wide range of software applications that allow the sequencing, notation, editing and recording of music through MIDI (Musical Interface Digital instrument) and acoustic means. 12

13 Way and Webb identified the potential for technology to transform pedagogy in the following ways: A shift from instructivist to constructivist educational philosophies. A move from teacher-centered to student-centered learning activities. A shift from a focus on local resources to global resources. An increased complexity of tasks and use of multimodal information. (as cited in Wise et al., 2011) 13

14 Teach creatively to achieve instructional goals... Notation and sequencing software can aid students in the study of composition, aural skills and sight reading. Accompaniment software aids students in the study of improvisation, practice and performance techniques. Studies in Music Theory and History can easily be supplemented with a vast array of online tools and software resources. Opens the door for alternative performance ensembles and studies in commercial music and music production. 14

15 Curriculum change is necessary if the world of the classroom is going to keep pace with the world outside. And it is necessary to have a clearly defined theory which allows teachers to commit themselves intellectually to the change. Cain (as cited by Wise et al., 2011) A new music is on the rise, one that can neither be expressed nor understood using the old tools. Attali (as cited by Crawford, 2009) 15

16 Educators must first develop a plan. An all encompassing, long-range, approach for integrating technology to achieve short & long term curricular goals. Flexible, multi-year /multigrade plan aligned with curricular goals offers continuity across grade levels while making the most effective use of technology in the classroom. Allows time for teachers and administrators to plan and budget for appropriate acquisitions, professional development & maintenance. 16

17 A good plan should be flexible in its approach and include the following elements: An integration timeline. Multiple grades approach. Curriculum goals. Implementation plan. Budget considerations and requirements. Professional development plan. Program evaluation and benchmarks. 17

18 Integration Timeline Short and long term program goals Five years from now What activities will students be involved in? What new learning opportunities will students have in five years that they do not have now? 18

19 Integration Timeline Helps educators prioritize their time & resources as they build for the future. Ensures focus is not so short term that educators aren t prepared for future developments in music education and technology 19

20 Integration Timeline Addressing long term goals will assist teachers in planning for technology training and professional growth. 45% of teachers considered themselves to be only somewhat prepared to teach with technology 75% of teachers indicated that their college music education programs did not prepare them to teach with technology. 20

21 Integration Timeline Technology is transforming music and the way people approach traditional music activities. It is paramount that music educators demonstrate a commitment to teaching with technology by planning for future professional development and staying on top of current and future trends in technology and music education. 21

22 Multiple Grades An effective technology integration plan will ensure continuity across all grade levels in terms of technology and curricular goals. Entrance and exit requirements in terms of music learning, technology exposure and technology skills. 22

23 Multiple Grades Expectations for students in grades other then grades being taught. Should secondary students have had an introduction to certain music technologies & music concepts during their middle school years? Instead of teaching technology, teachers can be teaching music. 23

24 Multiple Grades Adds credibility to an integration plan when dealing with administration and budgeting. With commitments from building/district teachers, educators can present administration with a plan that will be widely adopted, thereby increasing the chances of funding approval. 24

25 Curriculum Goals Ensures that educators aren t using music technology for the sake of music technology, but to achieve real and measurable music learning goals. Attaching each planned use of music technology to a curriculum goal and/or state & national music standard will help educators gain support from administration for utilizing technology in music education. 25

26 Curriculum Goals Once curricular goals have been set, educators can begin assessing how technology can help achieve those goals. How can technology help in classroom instruction and assessment? How can technology assist teachers in their day-to-day preparations (preparing worksheets, arranging music, recording playing tests, etc)? 26

27 Curriculum Goals How can music technology be used to to help students who haven t met prerequisite requirements or are struggling to meet expectations for their grade level? How can technology provide unique opportunities for students to explore concepts beyond the core curriculum? 27

28 Curriculum Goals When learning activities are authentic, students see the significance of what they are learning because the tasks mirror real-life experiences activities that personally relate to students and their world. Students explore, discover, discuss and construct concepts that involve their world. They learn to think critically, analyze information, communicate ideas, reach logical conclusions, collaborate with others and create multiple solutions. The true goal of authentic learning is to help students find relevance in their learning and to apply what they have learned in the world. Crawford, (2009) 28

29 Implementation Plan Address situations within the curriculum where students will be acting with technology. Will students utilize technology in a music lab, school computer lab, or in small groups utilizing portable laptops from a technology cart? Which softwares will students use to complete assigned tasks? 29

30 Implementation Plan At what point in the curriculum will teachers introduce and teach new technologies to students? Creating a thorough & descriptive plan allows educators to better prepare for curriculum integration and resource allocation. 30

31 Budget Considerations & Requirements Computer-mediated activities, such as composition, result in high levels of student engagement and achievement in the music classroom (Wise at al, 2011). How do music educators begin incorporating technology into a curriculum when resources are so scarce? 31

32 Budget Considerations & Requirements Attention paid to a well-structured, long range budget plan will assist in prioritizing goals and ensure technology integration plans are realistic and obtainable. Include specific recommendations for hardware & software considerations. Include costs for equipment repair, maintenance, & professional development. 32

33 Professional Development Teachers are vital to the quality of music education for all students, and need to take proactive roles in ensuring the quality and status of music in schools by developing their own professional expertise, learning and values (Crawford, 2009). 33

34 Professional Development The use of technology is one of the most relevant approaches to properly supporting education in all environments. Ng and Nesi (2008) Technology is an excellent way to support teaching activities, as it enables educators to enrich the quality of instruction as well as attract the learner s attention and stimulate the minds of students from various perspectives. Hagon, (2011) 34

35 Professional Development For music educators desiring to integrate technology into their curriculum, professional development is a valuable and necessary tool. Association for Technology in Music Instruction ( Technology Institute for Music Educators ( 35

36 Program Evaluation & Benchmarks How will music educators determine if the use of technology meets curricular goals? What does the successful integration of technology look like in a music curriculum? Does it establish firm goals for a program? Does it highlight avenues in which technology will enrich the curriculum? 36

37 Program Evaluation & Benchmarks There is no better time then the present for music educators to begin teaching with technology. The importance of technological innovation for the future is undeniable, and to ensure the prosperity of the nation s educated and skilled workforce, technological literacy and competency is essential Crawford (2009) 37

38 Program Evaluation & Benchmarks Developing a comprehensive technology integration plan is a necessary process to ensure educators are effectively utilizing technology to deliver authentic learning experiences within the music curriculum. Having a comprehensive plan will allow music educators to determine how and when technology will assist in obtaining short and long term curricular goals. 38

39 Program Evaluation & Benchmarks Ensures curriculum continuity across grade levels and plays a supportive role in program budgeting and planning. A flexible, comprehensive music technology integration plan ensures that authentic student learning is always taking place within music classrooms. 39

40 References Advantages and Disadvantages of Music Tech.. (2011, May 21). The Music Ed Tech Project. Retrieved March 12, 2012, from Beckstead, D. (2001). Will Technology Transform Music Education. Music Educators Journal, 87(6), Byrne, C., & MaDdonald, R. (2002). The use of information and communication technology (ICT) in the Scotish Music Curriculum: A focus group investigation of themes and issues. British Journal of Music Education Research, 4(2), Crawford, R. (2009). Secondary school music education: A case study in adapting to ICT resource limitations. Australasian Journal of Educational Technology, 25(4), Demoline, K. (2003). Getting started with technology in music education. Kelly's Music and Computers. Retrieved March 2, 2012, from Demski, J. (2010, October 1). How music teachers got their groove back: Music instruction goes digital. The Journal. Retrieved March 15, 2012, from 40

41 References Hagon, S. (2011). Technology: It's everywhere. So what are you going to do about it?. Massachusetts Music News, 59(3), Ng, K., & Nesi, P. (2008). Interactive multimedia music technologies. Hershey, PA: Information Science Reference. Pitts, A., & Kwami, R. M. (2002). Raising students' performance in music composition through the use of information and communications technology (ICT): a survey of secondary schools in England. British Journal of Music Education, 19(2), Wise, S., Greenwood, J., & Davis, N. (2011). Teachers use of digital technology in secondary music education: Illustrations of changing classrooms. British Journal of Music Education, 28(2), Webster, P. (2002). Computer-Based technology and music teaching and learning. In The new handbook of research on music teaching and learning: A project of the music educators national conference. (pp ). New York, NY: Oxford University Press. 41

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