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Strategies for Integrating Technology throughout the Undergraduate Music Education Curriculum

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Title: Strategies for Integrating Technology throughout the Undergraduate Music Education Curriculum


1
Strategies for Integrating Technology throughout
the Undergraduate Music Education Curriculum
  • Jason Meltzer
  • Oak Grove School District 68
  • Green Oaks, IL
  • http//www.ogschool.org/technology

April 10, 2002 TIME/MENC Conference Nashville, TN
2
Imagine, imagine
  • Undergraduate music students
  • Use notation software as easily as Word
  • Compose fugues to demonstrate understanding
  • Create PowerPoint resumes
  • Keep track of their own grades (database/spreadshe
    et)
  • Undergraduate music professors
  • Use notation software as easily as Word
  • Have access to computer and music hardware
  • Get rewarded for learning how to use technology
  • Have ready-to-go tech support
  • Work together to plan technology integration
  • K-12 music students
  • Have music teachers who feel comfortable using
    all the newest technology
  • Have access to computer and music hardware
  • Can have more musical experiences by using
    technology

3
Driving forces
Curriculum for Undergraduate Music Courses
4
Methods for integration
Curriculum for Undergraduate Music Courses
5
What is technology integration?
  • Incorporating technology that enhances student
    learning
  • Having the curriculum drive usage
  • Organizing the goals of curriculum and technology
    into a coordinated, harmonious whole

6
Empirical data
  • 700 empirical research studies show positive
    gains in achievement when students participate
    in
  • computer-assisted instruction
  • integrated learning systems technology
  • simulations that teach higher-order thinking
  • collaborative networked technologies, or
  • design and programming technologies
  • Milken Exchange on Education Technology, 1999

7
Skills and attitudes of undergraduates
Is this true?
8
There has been improvement
  • Kay (1993) Pre-service teachers in Canada
  • Rated themselves below Average
  • Canepa (1996) at Northern Arizona University
  • Beware that some students are technophobic
  • Chua, Chen, Wong, (1999) Anxiety Meta-analysis
  • Female undergraduates generally more anxious
  • Atticks (Unpublished) Penn State University
  • Deficiency in music technology experiences
  • Hess (1999) Central Michigan University
  • Prospective music students showed low level of
    experiences with technology
  • Meltzer (2001) Freshmen Music Majors at Big-10
    Universities
  • 315 undergraduate music majors
  • 1999-2000 School Year

9
Overall findings
  • All students have had some experience with
    computers.
  • Levels of literacy are quite varied.
  • Gender seems to make a difference.
  • Very limited knowledge of music technology.
  • Informal music technology use most important.
  • Music teachers seem to play an influential role.

10
Characteristics of Students
  • Gender
  • Female 59.3 Male 40.7
  • Age
  • 18.5 years
  • High School Setting
  • Rural 31.6
  • Suburban 51.2
  • Urban 17.1
  • High School Size
  • Small (lt 600) 12.9
  • Medium 21.9
  • Large (gt 1000) 65.3
  • In-State
  • 63.7 from same state as university
  • Major
  • Music Performance 40.2
  • Music Education 39.6
  • Other Music Major 20.2

11
Where did students interact with computers in
high school?
n 315
12
How technology used in high school
General Software (n 307)
  • Word processing 96.7
  • Email 46.3
  • Spreadsheets 42.0
  • Web Pages 31.6
  • Graphics 30.9
  • Databases 19.5

13
How are teachers using technology
  • Administrative
  • Grades
  • Letters to Parents
  • Databases

A
14
How are teachers using technology
  • Preparing Classroom Materials
  • Handouts
  • Printed Notation
  • Accompaniments (CDs)

15
How are teachers using technology
  • Leading Classroom Activities
  • Presentations
  • Accompaniments

16
How are teachers using technology
  • Student Hands-on Use
  • CAI Software
  • Tool Software

17
How are Music Teachers Using Technology?
18
Integration strategies overview
  • Design a dedicated music education technology
    course
  • Focus on music technology skills and
    understandings
  • Have support available
  • Creative uses of computers
  • Integrate technology throughout music education
    curriculum
  • Educate faculty just like students
  • Make relevant
  • Musical and non-musical
  • Promote in-service technology training
  • Technology keeps changing
  • Takes 5 years to feel comfortable
  • Their students will be your students

19
What should we be preparing our students to teach
  • Singing alone and with others
  • Performing on instruments
  • Improvising melodies, harmonies and
    accompaniments
  • Composing and arranging
  • Reading and notating
  • Listening, analyzing and describing music
  • Evaluating music and music performances
  • Understanding relationships between music and the
    other arts
  • Understanding music in relation to history and
    culture

20
Implications for technology course
1
  • What should be covered in a technology-focused
    class?
  • Discover who might be technophobic
  • Assume students have had only basic experiences
  • Emphasize musical uses of technology
  • Projects should focus on integration into
    standard curriculum
  • Encourage help from classmates
  • Some group projects
  • Instructors have office hours in the lab at times
    that the students will be doing homework
  • Provide advanced levels of music technology
    classes

21
Topics covered in music technology
1
  • Background Survey
  • How Music Educators Use Technology
  • Sequencing software and MIDI
  • Notation software
  • Computer-Assisted Instruction in Music
  • World Wide Web Authoring and Resources
  • Accompaniment Software
  • Computer Workstations for Music Classrooms

22
Integrating into curriculum
2
  • James Bryant Conant (1963) any reform in the
    general educational curriculum must be preceded
    by reform in teacher education
  • Provides more years of practice with music
    technology
  • Students learn through proper modeling by faculty
  • First Assess skills and comfort levels of
    faculty
  • Promote women technology leaders
  • Assign activities to appropriate courses
  • web pages - introductory course
  • accompaniment - secondary instruments
  • notation software for arranging - conducting
    course
  • Administrators, support staff, faculty,
    students should be active participants in
    long-term systematic planning
  • Try to coordinate with College of Education

23
What to integrate into curriculum
2
  • Focus on curriculum and learning not the amount
    of technology
  • Try to remove barriers
  • Access to hardware and software
  • Funding
  • Technical and administrative support
  • Training and expertise
  • Resistance, passivity, school cultures, and
    traditions of teaching

24
A Constructivist View SUNY-Oswego College of
Education
2
  • Faculty met with K-12 teachers for methods
    courses
  • Need to see technology-rich classrooms first
  • 3 day workshops for 3 different teams
  • They decided what wanted to learn and integrate
  • Students learned through technology
  • Instructors modeled proper use
  • Required to develop technology-rich lesson plans
  • Complete assignments using technology

25
SUNY-Oswego research results
2
  • Significant increase in technology integration by
    faculty
  • Significant increase in pre-service teacher
    proficiencies and experiences
  • Changing vision that involved a more
    constructivist approach to learning
  • Faculty training is crucial!
  • Best predictors of technology integration was to
    be proficient in instructional methods, not the
    number of applications.

26
Ithaca College, NY
2
  • Driven by the addition of a new music technology
    lab
  • Created Technology Advisory Group
  • Representatives from each music department
  • Looked at facility, faculty, curriculum
  • Results
  • Created two rooms instead of the planned one
  • Added a new faculty for music technology
  • Added 3 classes
  • Introduction to Computer Technology for Musicians
  • Required for music education and recording majors
  • Computer Technology in Music Education
  • Currently an elective
  • Interactive Multimedia Design for Musicians
  • Currently an experimental course

27
UNC-Greensboro Student Portfolios
2
  • Required for state licensure for all education
    majors
  • Added music component
  • Demonstrate technological competence
  • Reflective Paper- A short paper on growth in
    technology and how they plan to use it as a music
    educator
  • Sample of work Notation, MIDI, Multimedia
    (HyperStudio and PowerPoint), Word Processing,
    Database, Spreadsheet, Classroom Applications
  • Web links that could be used as resources
  • Evaluated by professors and area teachers

http//www.uncg.edu/jlshivel/techport.html
28
Other strategies for teaching faculty
2
  • Penn State University
  • Created Faculty 101 to teach faculty
  • Worked with Instructional Design and Development
    Unit
  • Xavier University
  • Faculty who participated chose from 3 allowances
  • Laptop computer
  • One course-load reduction
  • 3,500 for software, course materials, training,
    conferences
  • Northern Arizona University
  • tech-savvy grad students teach students and
    current professors
  • University of Virginia
  • Provides graduate student help
  • Faculty member on reduced load helped everyone
    else
  • 5,000 stipends to develop technology into
    instruction
  • Best called product champion through schoolwide
    initiative

29
Levels of teacher attitude vs. knowledge
2
from George, G., Camerata, M. (1996)
30
Promote in-service training
3
  • Provide on-going staff development
  • only 10 - 25 of music teachers surveyed had
    technology training during their undergraduate
    programs,
  • only a minority (20) of teachers feels prepared
    to integrate technology in their classrooms (U.S.
    Dept. of Education, 1999).
  • Promote collegial learning
  • Use real teachers examples
  • Teach a few technology facilitators
  • Teachers are interested in integration
  • focus on ways music teachers can get going
    quickly
  • Use TIME, ATMI, MENC as resources

31
Professional development strategies
3
  • Two areas demand teachers attention
  • Gaining new and improved skills in using a
    variety of technologies
  • Making better uses of that technology by
    integrating into that curriculum
  • Consider multiple sessions
  • Teach the teachers what they need to know using
    the equipment they have
  • Follow-up as their needs expand
  • Teach workshops with as much hands-on as possible

32
Music classrooms of the futureMEJ
  • Built-in computer/sound system for teachers and
    students
  • Wall-size displays
  • Videoconferencing
  • Individualized music instruction software
  • Variety of MIDI instruments

33
Systems Approach Philosophy
Who People
Powerful Technology
By Peter Webster David Williams
34
10 Commandments for successful technology
implementation
  • Create a Vision
  • Provide Administrative Support
  • Involve Teachers
  • Provide Time
  • Model Teaching Behaviors
  • Promote Learning Transfer
  • Focus on Real Classroom Applications
  • Provide a Technology Coordinator
  • Provide Equipment and Access
  • Let Teachers Play

By Julie Meltzer Thomas Sherman
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