Transforming Music Teaching Via Technology. Dr. William I. Bauer Case Western Reserve University

Transcription

1 Transforming Music Teaching Via Technology Dr. William I. Bauer Case Western Reserve University

2 Overview Our charge The Tanglewood Declaration s statement about technology The importance of teachers What teachers need to know and be able to do Teacher professional development & music technology Discussion

3 Tanglewood II Where have we been and what has been the effect of Tanglewood I on music education in the U.S.?

4 The Tanglewood Declaration Developments in educational technology, educational television, programmed instruction, and computer-assisted instruction should be applied to music study and research.

5 Transforming Music Teaching Via Technology The key ingredient in any music classroom for student learning is the teacher. What knowledge, skills, and dispositions related to music instructional technology are necessary for music teachers to transform their teaching and their students learning via technology? A number of individuals and organizations have espoused an opinion.

6 Frameworks for Developing Technology Competencies Deal and Taylor Music Educators Journal article Music majors need training in: the basics of computers (file management, operating systems, databases, spreadsheets, etc.) computer-based instruction and available software notation and sequencing programs; MIDI multimedia hardware and software; courseware development Internet accompaniment software

7 Frameworks for Developing Technology Competencies Technology Institute for Music Educators Areas of Competency [ 1. Electronic Musical Instruments 2. Music Production 3. Music Notation Software 4. Technology-Assisted Learning 5. Multimedia 6. Productivity Tools, Classroom and Lab Management

8 National Association of Schools of Music (NASM) [ Handbook, p. 97] Students must acquire the ability to use technologies current to their area of specialization.

9 Frameworks for Developing Technology Competencies National Council for the Accreditation of Teacher Education NCATE has aligned itself with ISTE (International Society for Technology in Education) Several of the NCATE standards refer specifically to technology requirements

10 Frameworks for Developing Technology Competencies COMMITMENT TO TECHNOLOGY: The unit s conceptual framework(s) reflects the unit s commitment to preparing candidates who are able to use educational technology to help all students learn; it also provides a conceptual understanding of how knowledge, skills, and dispositions related to educational and information technology are integrated throughout the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations. (NCATE Unit Standards, 2006). [

11 Frameworks for Developing Technology Competencies International Society for Technology in Education National Educational Technology Standards for Students (NETS-S) National Educational Technology Standards for Teachers (NETS-T) National Educational Technology Standards for Administrators (NETS-A)

12 NETS-T I. Technology Operations and Concepts II. Planning and Designing Learning Environments and Experiences III. Teaching, Learning, and the Curriculum IV. Assessment and Evaluation V. Productivity and Professional Practice VI. Social, Ethical, Legal, and Human Issues

13 NETS-T and Music Teachers Walls, K., Bauer, W. I., and Richmond, F. (2005). Standards of the International Society for Technology in Education. In F. Richmond (Ed.), Technology strategies for music education (2nd ed.) (pp ). Milwaukee, WI: Hal Leonard. Bauer, W. I. (2005). Music education and technology: What should teachers know? Wisconsin School Musician, 75(3), 16-17, 19.

14 Transforming Music Teaching Via Technology As we move forward, the music education profession should be part of the larger educational community whenever possible. The NETS-T standards are applicable to music teachers. How do teachers develop these competencies?

15 Transforming Music Teaching Via Technology Two types of teacher learning are applicable Pre-service music teacher education In-service music teacher education = professional development

16 Professional Development (AERA Review of Research) Teacher professional development had a better chance to create an impact on the practices of teachers in the classroom and their students achievement when it was subject-specific and focused on: student learning instructional practices, and the development of teachers understanding of content in their discipline. Professional development also was found to be more effective when it was aligned with the classroom environment where students were taught.

17 Professional Development (AERA Review of Research) In addition, professional development appeared to result in improved teaching and learning when it was conncected to: authentic curricular materials district and state academic standards the actual assessment instruments and processes that were used to measure student achievement. Finally, it was noted that more time spent on professional development lead to greater change in teacher practice; yet often teachers spend very limited time engaged in professional development activities.

18 Professional Development in Music Instructional Technology Bauer, W. I., Reese, S., & McAllister, P. A. (2003). Transforming music teaching via technology: The role of professional development. Journal of Research in Music Education, 51(4),

19 Professional Development - JRME Study Following a one-week (30 hour) workshop on music instructional technology, 3 indicators of effectiveness - teacher knowledge, teacher comfort, and frequency of teacher use - significantly improved. Furthermore, 9-10 months later, these indicators of effectiveness all remained significantly higher than they were prior to the training.

20 Moving Forward To truly establish the conditions where music technology can transform the music teaching/learning process, teachers need opportunities for high quality professional development that is designed around research-based principles and targets the knowledge, skills, and dispositions necessary for success.

21 Discussion