Module 1: A Conceptual-based framework for technology-assisted learning

This week we focused on understanding the important role technology plays in society, education and music education. We spent time establishing a Personal Learning Network (PLN) as well as reading and learning about how technology is used in our world, and creating a composition on the website Incredibox.

I began this week by reestablishing an old twitter account, creating a new blog, learning how to use an online workstation called Padlet, and experimenting with the website www.incredibox.com. I have to admit it was a bit overwhelming in the beginning. I have pulled away from social media in the past few years because I felt it took too much time, so this stretched me to return to these platforms. As the week progressed, I came to appreciate the twitter account and found many fascinating articles and videos to watch that other music educators had recommended. I found methods to filter out material that was most useful for my own learning while passing by unrelated material. I think this is the key to using online resources. It is valuable to have a larger community to draw upon in order to stay current with research and fresh ideas, but you have to learn to filter out the useful information so you do not waste time and energy.

Modern technology, or computers and digital tools, are a part of our world and a part of our students’ lives. These tools have the ability to aid in deeper musical understandings, if utilized in the right ways. The challenge many teachers face is teaching digital natives (students), when we ourselves are digital immigrants (Bauer, 2014). For digital natives technology is an extension of their own knowledge. For digital immigrants technology can feel like a barrier to knowledge. Teachers of every discipline must find ways of incorporating technology into our classrooms while maintaining the integrity and quality of our pedagogical practices and standard-based content knowledge. Both specific and protean technologies should be used, but only when they enhance student achievement and outcomes. The key to this is TPACK, or Technological Pedagogical and Content Knowledge.

TPACK is made up of many different connections. Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK) make up the individual understandings of content, pedagogy and technology within our context. When we combine these three areas and overlap them, we find new connections. Technological Content Knowledge (TCK) is how technology impacts our specific content area. Technological Pedagogical Knowledge (TPK) is the combination of how our technological and pedagogical understandings work together. Pedagogical Content Knowledge (PCK) is the knowledge needed to teach our content area.  At the center is the sweet spot of TPACK, where content is taught through solid pedagogical and technological understanding.

In the music classroom it is important to find authentic ways to teach content using technology. This week we were introduced to Incredibox. This platform is a user-friendly way for students to compose within a safe and error-free environment. A program such as Incredibox can help students compose before they have acquired all the skills composers traditionally have. It also gives students freedom to create and experiment with unique musical ideas while they are developing their musical identity.

I teach in a very small town, so having access to the internet is very important. I am able to show students quality musical performances for them to respond and listen to for lessons. While live music is preferable, this a is a good second option and one that is only possible through technology. I am also able to show them music from around the globe and within the United States that would not be possible without technology. These musical experiences are shaping how my students understand music in the world. 

References:
Bauer, William I. (2014). Music Learning Today. New York. Oxford University Press.