Transforming Music Teaching

Via Technology
Dr. William I. Bauer
Dr. William I. Bauer
Case Western Reserve University
Case Western Reserve University
Overview
! Our charge
! The Tanglewood Declaration!s statement about
technology
! The importance of teachers
! What teachers need to know and be able to do
! Teacher professional development & music
technology
! Discussion
Tanglewood II
! Where have we been
and what has been
the effect of
Tanglewood I on
music education in
the U.S.?
The Tanglewood Declaration
! Developments in
educational technology,
educational television,
programmed instruction,
and computer-assisted
instruction should be
applied to music study
and research.
Transforming Music Teaching
Via Technology
! The key ingredient in any music classroom for
student learning is the teacher.
! What knowledge, skills, and dispositions related
to music instructional technology are necessary
for music teachers to transform their teaching
and their students! learning via technology?
! A number of individuals and organizations have
espoused an opinion.
Frameworks for Developing
Technology Competencies
! Deal and Taylor - 1997 Music Educators
Journal article
! Music majors need training in:
! the basics of computers (le management, operating
systems, databases, spreadsheets, etc.)
! computer-based instruction and available software
! notation and sequencing programs; MIDI
! multimedia hardware and software; courseware
development
! Internet
! accompaniment software
Frameworks for Developing
Technology Competencies
! Technology Institute for Music Educators
! Areas of Competency
[http://www.ti-me.org/timeareas.html]
! 1. Electronic Musical Instruments
! 2. Music Production
! 3. Music Notation Software
! 4. Technology-Assisted Learning
! 5. Multimedia
! 6. Productivity Tools, Classroom and Lab
Management
National Association of Schools
of Music (NASM) [2007-2008 Handbook, p. 97]
! Students must
acquire the ability to
use technologies
current to their area
of specialization.
Frameworks for Developing
Technology Competencies
! National Council for the
Accreditation of Teacher
Education
! NCATE has aligned itself
with ISTE (International
Society for Technology in
Education)
! Several of the NCATE
standards refer
specically to technology
requirements
Frameworks for Developing
Technology Competencies
! COMMITMENT TO TECHNOLOGY: The unit!s
conceptual framework(s) reects the unit!s
commitment to preparing candidates who are
able to use educational technology to help all
students learn; it also provides a conceptual
understanding of how knowledge, skills, and
dispositions related to educational and
information technology are integrated
throughout the curriculum, instruction, eld
experiences, clinical practice, assessments,
and evaluations. (NCATE Unit Standards,
2006). [http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4#concept]
Frameworks for Developing
Technology Competencies
! International Society for
Technology in Education
! National Educational
Technology Standards for
Students (NETS-S)
! National Educational
Technology Standards for
Teachers (NETS-T)
! National Educational
Technology Standards for
Administrators (NETS-A)
NETS-T
! I. Technology
Operations and
Concepts
! II. Planning and
Designing Learning
Environments and
Experiences
! III. Teaching,
Learning, and the
Curriculum
! IV. Assessment and
Evaluation
! V. Productivity and
Professional Practice
! VI. Social, Ethical,
Legal, and Human
Issues
NETS-T and Music Teachers
! Walls, K., Bauer, W. I., and
Richmond, F. (2005).
Standards of the International
Society for Technology in
Education. In F. Richmond
(Ed.), Technology strategies
for music education (2nd ed.)
(pp. 23-30). Milwaukee, WI:
Hal Leonard.
! Bauer, W. I. (2005). Music
education and technology:
What should teachers know?
Wisconsin School Musician,
75(3), 16-17, 19.
Transforming Music Teaching
Via Technology
! As we move forward, the music education
profession should be part of the larger
educational community whenever
possible.
! The NETS-T standards are applicable to
music teachers.
! How do teachers develop these
competencies?
Transforming Music Teaching
Via Technology
! Two types of teacher learning are
applicable
"Pre-service music teacher education
"In-service music teacher education =
professional development
Professional Development
(AERA Review of Research)
! Teacher professional development had a better
chance to create an impact on the practices of
teachers in the classroom and their students
achievement when it was subject-specific and
focused on:
" student learning
" instructional practices, and
"the development of teachers understanding of content in
their discipline.
! Professional development also was found to be more
effective when it was aligned with the classroom
environment where students were taught.
Professional Development
(AERA Review of Research)
! In addition, professional development appeared to
result in improved teaching and learning when it was
conncected to:
"authentic curricular materials
"district and state academic standards
"the actual assessment instruments and processes that were
used to measure student achievement.
! Finally, it was noted that more time spent on
professional development lead to greater change in
teacher practice; yet often teachers spend very
limited time engaged in professional development
activities.
Professional Development in
Music Instructional Technology
! Bauer, W. I., Reese,
S., & McAllister, P. A.
(2003). Transforming
music teaching via
technology: The role
of professional
development. Journal
of Research in Music
Education, 51(4),
289-301.
Professional Development -
JRME Study
! Following a one-week (30 hour) workshop on
music instructional technology, 3 indicators of
effectiveness - teacher knowledge, teacher
comfort, and frequency of teacher use -
signicantly improved.
! Furthermore, 9-10 months later, these
indicators of effectiveness all remained
signicantly higher than they were prior to the
training.
Moving Forward
! To truly establish the
conditions where music
technology can transform
the music teaching/learning
process, teachers need
opportunities for high quality
professional development
that is designed around
research-based principles
and targets the knowledge,
skills, and dispositions
necessary for success.
Discussion