This week in Module 1, I have explored a variety of technology tools such as Twitter, Incredibox,
and Blogger. However, more important than understanding how these programs operate has been the
thoughtful discussion of how they can be skillfully implemented in our lives as educators so they aid
student learning.
It is difficult to overstate how integrated we are with the world of technology. It is interesting to note,
however, that we have not always been this engaged with digital technology. In Dr. William Bauer’s
book, “Music Learning Today”, I enjoyed the comparison to youth of today being like “digital natives”
and many adults being like “digital immigrants” (p. 5). One example of these “digital natives” can be
seen in the video, Kids React to the First iPod. The children’s incredulity at the iPod’s design and
function shows how accustomed they are to technology with many purposes and engagement options.
however, that we have not always been this engaged with digital technology. In Dr. William Bauer’s
book, “Music Learning Today”, I enjoyed the comparison to youth of today being like “digital natives”
and many adults being like “digital immigrants” (p. 5). One example of these “digital natives” can be
seen in the video, Kids React to the First iPod. The children’s incredulity at the iPod’s design and
function shows how accustomed they are to technology with many purposes and engagement options.
As the students in my school are what Dr. Bauer would consider to be “digital natives”, it makes sense that digital technology plays a substantial role in general education. In a quick walk down the hallway of my school I can observe the use of TV screens, computers, iPads, SmartBoards, and Chromebooks. As digital natives, students in my school naturally use a variety of programs and techniques to showcase their learning, and they approach them in an inquisitive and intuitive way.
However, for all the technology available in my school’s general education programs, I was struck by
Dr. Bauer’s observation that while technology has been increasing in popularity in classroom culture,
music educators have been slow to adopt it (p. 8 - 9).
Dr. Bauer’s observation that while technology has been increasing in popularity in classroom culture,
music educators have been slow to adopt it (p. 8 - 9).
As I think through my two undergraduate music education degrees and my levels training in both Orff
and Kodaly philosophies, it occurs to me that technology integration was at the best, lacking, and at the
worst, not present at all. Instead, these degrees and training courses focused on musical content
knowledge and pedagogical knowledge.
and Kodaly philosophies, it occurs to me that technology integration was at the best, lacking, and at the
worst, not present at all. Instead, these degrees and training courses focused on musical content
knowledge and pedagogical knowledge.
One of the things I most appreciated about Dr. Bauer’s philosophy of the role of technology in
education was his view that “Technological approaches shouldn’t be used for technology’s sake. They
should only be incorporated when there is a clear benefit to learning” (p.10).
education was his view that “Technological approaches shouldn’t be used for technology’s sake. They
should only be incorporated when there is a clear benefit to learning” (p.10).
This view was expounded upon in the introduction video for module 1. The video points out at 5:40
that technocentric teaching approaches technology as isolated “tools” that are the destination in and of
themselves.
that technocentric teaching approaches technology as isolated “tools” that are the destination in and of
themselves.
In contrast to this technocentric view, technology is most effective when used as what it is: the
application of tools to achieve a specific purpose. In the module 1 video, Dr. Bauer suggests teachers
should ask what content is being taught (content knowledge), how it should be approached (pedagogical
knowledge), and how technology can support students (technology knowledge). When these three types
of knowledge combine, the result is what Dr. Bauer refers to as “TPACK” (p. 13 - 15).
application of tools to achieve a specific purpose. In the module 1 video, Dr. Bauer suggests teachers
should ask what content is being taught (content knowledge), how it should be approached (pedagogical
knowledge), and how technology can support students (technology knowledge). When these three types
of knowledge combine, the result is what Dr. Bauer refers to as “TPACK” (p. 13 - 15).
This week one of our assignments was to create a composition using the application, Incredibox.
Incredibox is a colorful, user friendly composition app that I can easily see using in my own classroom.
In the Incredibox discussion I communicated that in second grade my students work on 8 beat phrases.
If I were to ask students to inner hear a known folksong and count the steady beats (content), then
create a composition using Incredibox (technology), then ask how many steady beat each dude’s
pattern lasts, students would relate the phrase link of known folksong to their new composition
(pedagogy). I think the use of TPACK in this scenario would be both engaging and highly effective
in communicating the use of 8 beat phrases in new and old Western music.
Incredibox is a colorful, user friendly composition app that I can easily see using in my own classroom.
In the Incredibox discussion I communicated that in second grade my students work on 8 beat phrases.
If I were to ask students to inner hear a known folksong and count the steady beats (content), then
create a composition using Incredibox (technology), then ask how many steady beat each dude’s
pattern lasts, students would relate the phrase link of known folksong to their new composition
(pedagogy). I think the use of TPACK in this scenario would be both engaging and highly effective
in communicating the use of 8 beat phrases in new and old Western music.
With the rise of technology comes the opportunity to interact and grow in TPACK skills. One way is
through a Personal Learning Network (PLN). Though a PLN could succeed on a variety of platforms,
social media such as Twitter make interacting with colleagues simple and constructive.
through a Personal Learning Network (PLN). Though a PLN could succeed on a variety of platforms,
social media such as Twitter make interacting with colleagues simple and constructive.
Grounded in a thoughtful framework from which to view technology, I look forward to integrating
intentional, innovative, and purposeful technologies into my classroom and everyday life as an educator.
intentional, innovative, and purposeful technologies into my classroom and everyday life as an educator.
SOURCES:
Bauer, William I. Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding
to Music. Oxford University Press, 2014.
to Music. Oxford University Press, 2014.
Bauer, William I. “Welcome to Module 1.” YouTube, YouTube, 10 Apr. 2017,
www.youtube.com/watch?time_continue=2&v=NZE6BpKRuAc.
www.youtube.com/watch?time_continue=2&v=NZE6BpKRuAc.
FBE. “Kids React to 1st IPod.” YouTube, YouTube, 23 July 2015, www.youtube.com/watch?time_continue=95&v=0lvlbRQq1UM.
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