This week the class covered many important topics that can relate music technology and music in the classroom. All the elements covered in the reading related to TPACK. The chapter started with how people learn, Driscoll (2002) describes learning as contextual, active, social, and reflective. Collectively these ideas are often referred to as constructivism. This helps the teacher to form questions about the students learning process. How does the lesson fit in with the goal? What activities keep students actively participating in music? How is the social structure of the class helpful to students focus? Are the goals for learning being met and does it reflect in their learning? These can all be aided with this week reading.
This week we also covered project-based learning, which is wonderful in a classroom setting. It also helps the students with the social skills as they learn that everyone has ideas to add to the group. This can help the students discover new ways to think about the world around them. This can be a wonderful tool to use in music as input from all the students can make them better musicians. Backwards design was also a topic in the chapter. This is a cornerstone of being a musician in my personal opinion. This not only applies to teaching which is a very important skill to have, but it also shows in every performance. If we take a look at backwards design from a preparing music view. It is very easy to see that it fits in with teaching also. The teacher has to start with the big idea or the pieces that would go on a concert. Then we can work backwards and ask many of the questions that need to be answered.
The teacher has to ask how do I get the students to the goal? That is the same as the musician asking how do I get ready for the concert? It can come from following three core steps. Step 1 the learning outcome or what is the student learning from my big idea and how do I get them to learn the task? Most of the major ideas will already be established by a National standard. Step 2 assessment, we have to assess the students to understand if step 1 is working. This allows the teacher to see if the students are learning or understanding the major idea that needs to be taught. Step 3 planning learning details; the teacher must plan the tasks that will guide the student to the big idea. All these steps are similar to any concert planning. You would know the concert date, know the audience, and prepare music that is appropriate to the setting. The small details are in also. It is important to remember that all of this is fluid and can change based on the situation or the student.
Logistical support is important to any part of teaching and having technological resources can add to your planning. If you lack logistical support it allows for the teacher to be creative in the process that they must use to get the same outcome. With the internet in most homes this allows the technology to go home with students, this can still be a hurdle with some student. Sharing the world of music can have its own hurdles before introducing it to the students. Copyright Laws can seem like a stopping point, but a little knowledge about their use can have a great advantage for the teacher. Fair use is an important to know for non-profit education institutions. This can allow the teacher to choose many different styles of music to introduce them to the student.
Public domain materials are available and free for the user. This is wonderful for schools that have underfunded music programs and it allows the teacher to be more resourceful. There are many website devoted to public domain music that can help the teacher achieve their goal and help their students. Teachers also have access to creative commons that provides free copyright licenses for use. Technology in the classroom has helped the teacher reach the student in new ways, but it also can go much further than the classroom. Having a little time and ingenuity can make your students better musicians.
No comments:
Post a Comment