With all the fun technology, resources, and new TPACK concepts we now will tie it all into our instruction and instructional design. With the many different types of students, we will have the opportunity to teach, we must remember with our instruction that we are there to facilitate the learning experience. In our text, Bauer mentions this and says "...when developing learning experiences utilizing technology, teachers need to contemplate how the technology may best be used to facilitate the learning experience." (Bauer 2014 p.147). This is a reminder to have us always consider what our TPACK approach is for all our instruction.
As we build our instruction with these things in mind, we also need to consider how our technology can assist in helping students learn in context, learn actively, build social learning experiences, and allow students to reflect on their learning (Driscoll, as mentioned by Bauer 2014 p.147). These ideas are major factors in helping students learn.
The first these ideas from Driscoll is students learn within the context of what they already know or through the lens of their prior knowledge. Technology can be used to help build or develop that knowledge. In an ensemble, you can play a song or video in a style before your students play a piece that is in a similar style. Bauer mentions a similar example but with learning an instrument style. One of my favorite lessons that I use technology in class is when I do taiko drums (buckets) with my class and before we begin drumming, I play this video to provide as an example of the sound and style.
The second of these ideas or learning is active learning. While thinking of these ideas and concepts, teachers play the role of facilitators rather than instructors. Learning becomes less textbook and more experiential. Teachers are to help provide opportunities to experience the content. One example we discussed in our text is a WebQuest.
As a brief explanation, a WebQuest activity is a learning experience that utilizes internet resources to develop a finial project. The teacher creates a role for the student, such as a reporter, investigator, etc. The sources, expectations, and are all provided by the teacher to provide a structured learning experience. Students will then create their own learning experience through this technology integrated lesson model.
The third idea is social learning. Bauer mentions in the text "Learning doesn't usually happen in isolation." and he continues saying social learning "...emphasize that observation, imitation, and modeling are important models of learning."(2014 p.148). It is here that technology can help with students learning through cloud-based programs such as Noteflight and Soundtrap. The music classroom provides greater opportunities for collaborative learning. Students will be able to compose, perform, and record music while working in different locations.
The final idea from Driscoll's framework for learning is reflection. Bauer says "It requires students to be metacognitive" they must think about their thinking. Students need to consider "what they learned and what they still need to learn." (2014 p. 149). Technology can be a tool for students to listen to their own performance or composition.
I am currently in a unit of composition with my students. We have learned the technology, developed some ideas, and now are at the stage of critiquing their compositions and making it better. Through technology, the class is able to both develop musical ideas and respond in a very short period of time. The focus on that reflective process and thinking about why they made the decisions they did and how they can make it better has been greatly enhanced with the use of technology.
The unit is designed to touch on all four of Driscoll's learning ideas. It also is developed with differentiation in mind, it provides many pathways to the same goal. To do that we as educators need to remember the three principles of meeting the needs of all students as Bauer mentions in our text.
1) Flexible methods of representation.
2) Flexible methods of expression and apprenticeship.
3) Multiple and flexible options for engagement.
(2014 p.159)
As we teach our content and bring music into the lives of all our students, we can use technology to enhance the learning experience. Remembering all the pedagogical content such as those discussed in this blog, we not only become greater educators, but our students will become greater learners and in turn, musical individuals, enhancing their lives and those around them.
Bauer, William I. (2014), Music Learning Today, Digital Pedagogy for Creating, Performing, and Responding to Music: New York NY, Oxford University Press
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