Within my own teaching, there have been a few times in which the integration of technology into my K-5 general music class facilitated a beautiful learning experience for my students. There have also been times when the attempt to use technology in my classroom felt forced, awkward and ill-fitted to the intended learning outcomes. The challenge for anyone hoping to be effective in their efforts in technology integration is consistency. As we develop our practice of teaching, hit or miss is not good enough. Therefore, in response to chapter 1 from Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music, (Bauer, 2014), I have chosen to focus my reflection on how we as teachers might develop our technological pedagogical and content knowledge (TPACK).
"Music educators must be open to new ideas and ways of doing things while also demonstrating a willingness to invest the time and effort necessary to utilize novel pedagogical and technological approaches " (Bauer, 2014, p. 16).
The portion of this quote that is most meaningful to me is the call to invest time and effort. As musicians we are perhaps more aware than others about the power found in the discipline of good practice. However, when it comes to using technology, there is a sense that integration of technology should be easier than it is. For myself I find that I cling to this misguided notion despite innumerable hours spent practicing instrumental and vocal skills, observing students and teachers and pursuing professional development of all kinds. How does the preparation for using technology in the classroom compare to the rest of my instructional preparations?
For example, the skills involved in introducing a singing game to a group of thirty 2nd graders was not a skill I had in abundance upon graduating college. In order to develop consistency within the skill I did three things. First, I practiced almost every day. Rarely is there an instructional day when I am not singing and playing a game with a group of students. Second, I regularly observed excellent models and more importantly, the children being taught. Beyond student teaching, I got to observe my co-teacher any time we planned to use a game unfamiliar to me. Finally, I went to classes, not just drive-by conference classes, but in depth study classes where I could learn and practice with other adults. Of those three elements, practice, observation and study, perhaps the most valuable and difficult to obtain were authentic observation.
When thinking about how I can develop my technology integration skills, there is good news. Classes and online resources are abundant and easy to access and can be studied anywhere and at any time. If I want to know how to use an application, I have the answers right at my fingertips. Conversely, authentic observation of students and teachers, especially when using technology is almost entirely nonexistent. Perhaps we as music teachers should rethink the way we pursue our music technology professional development with observation and practice opportunities in mind. Providing a way for music teachers to observe others using music technology might be accomplished through mentor partnerships or Skype or even post-undergraduate certification programs. In terms of practice, while we might have had opportunities to practice singing or playing with other adults and may have taken turns leading games or conducting ensembles, have we ever constructed a class to practice leading a technology lab class with a cohort of fellows as we might in Kodaly or Orff training?
The way that music teachers are trained is effective and might be worth considering as a way to lessen the gap between our skills as music teaching practitioners and music technology teaching practitioners.
The way that music teachers are trained is effective and might be worth considering as a way to lessen the gap between our skills as music teaching practitioners and music technology teaching practitioners.
References
Bauer, W. I. (2014). A conceptual framework for technology - Assisted music learning. In Music learning today: Digital pedagogy for creating, performing, and responding to music (pp. 16-17). New York, NY: Oxford University Press.
I always enjoy reading your posts through many of the classes we have been in together. I have had similar situations in my teaching where the use of technology has been successful as well as falling short of what the technology was intended for. I absolutely agree that being inconsistent with technology is simply not good enough. I spent some time this week in understanding the details within the concept of TPACK. It absolutely clarified what we should know and be able to do as educators when incorporating technology.
ReplyDeleteI absolutely agree that often times educators, including myself, find that integrating technology should be easier than it really is. I constantly do this in my teaching and end up falling flat on my face. Educators must spend just as much time practicing the use of technology in their classroom as they spent practicing their instrument in college.
I appreciate the solutions you offer in professional development for the integration of technology in the music classroom. Frankly, I am suprised that there is not more professional development in this arena.
"Perhaps we as music teachers should rethink the way we pursue our music technology professional development with observation and practice opportunities in mind."
ReplyDeleteThis quote from your post stood out to me the most. I am someone who drags my feet when incorporating technology, and after reading your post I began to wonder if this is because I have never seen it being effectively used in a band classroom. Instead of whining and refusing to include new applications/programs, I should be reaching out to people who DO use technology effectively. As teachers, we observe and study other aspects of education regularly (classroom management, etc.), so doing the same for technology should be a no-brainer!
Thank you for this excellent post!