Bauer (2014) states “successful teachers are subject matter experts and have a deep knowledge of pedagogy” (pg. 11). As music teachers, we completed rigorous undergraduate coursework to ensure that we had a firm understanding of our subject matter and pedagogy. In many schools, there is only one music teacher and s/he is expected to know “all things music”! This includes all the content information, as well as all of the sound/audio equipment and set-up and technology usage in the music classroom! So many roles for usually one person!
Technology plays a vital role in today’s world and people’s daily lives. Emails, text messages, and Facebook are three quick, easy ways for people to stay connected across the globe. There are many other social media outlets that children and adults use to stay connected and in touch with people. Technology is always at our hands. Many people have smartphones and technology is only a tap away. Technology is rapidly changing our world and how we complete and do simple day-to-day activities.
With all the changes in technology, there has been a rise in educational apps that are available for teachers to use in their classrooms. In my building, the new reading and math programs that were adopted have a technology component, with videos, games and activities that correspond with the programs. This year in my room, I have started using pieces from the MusicPlay curriculum and have access to the online portion as well and use many pieces from there. In my classroom, I utilize SmartMusic with 4th grade general music students for recorder and with all band students in grades 5-8. Because my school is a Google based school, we have access to all of the Google Apps and features. I love this for my 6-8 students for composition projects. When the students use FLAT, the online collaborative score editor, it links directly with their Google account. It makes it easy for signing up and logging in and allows for all of the students to be able to share their work with each other or with me in one simple click!
Many teachers in my building have used Google Classroom this year, however, I have not tried to use this with my classes yet. This is partially because so many of my activities are hands on, active learning activities. Yes, there are times were we do have pencil/paper tasks, but with the way that I have seen Google Classroom structured in other classes, I have yet to figure out how I can best incorporate it into mine.
Many teachers in my building have used Google Classroom this year, however, I have not tried to use this with my classes yet. This is partially because so many of my activities are hands on, active learning activities. Yes, there are times were we do have pencil/paper tasks, but with the way that I have seen Google Classroom structured in other classes, I have yet to figure out how I can best incorporate it into mine.
Bauer (2104) states “the three areas of knowledge in TPACK – technology, pedagogy, and content – restrain and influence on another in a transactional relationship” (pg. 15). Bauer further explains that there is no solution that is a “one size fits all” model saying that there is no technology solution that fits every teacher in every school for every subject matter (pg. 15). In my classroom, my 7th grade students complete a composition project using FLAT, the online collaborative score editor. With this project, I am combining my content knowledge for composition, which is a standard addressed in many general music classes over many grade levels, plus technology. While we do start this as a paper/pencil exercise initially, after the students learn to use FLAT, they often make changes and edits to their composition after listing to their piece and wanting to make changes. We discuss how this is part of the editing process in music, which is similar to the editing process when writing. My 4th grade students have used Kahoot! to practice note reading as a review game. The students love playing Kahoot! using the smartboard and their Chromebooks and think that it is a fun way to practice the skills that we are working on in class. Pairing the skill of reading notation with the technology of Kahoot!, my students are building their knowledge for note reading while I am integrating technology into the classroom.
I found this week’s activities very interesting. I’ve been on vacation this week, so I had some extra time to really dig into both Padlet and Incredibox! I really enjoyed using both and I am trying to think of ways that I can bring both Padlet and Incredibox into my classroom! I think that Padlet is a great creative, collaborative tool that my middle school students would really enjoy using. This past year, my 5th grade general music students completed a composer project and did it through Google, however, I think that I may look to switching for next year and using Padlet. I think that the students would enjoy using Padlet as a way to display their research for the project. I also think that there are many opportunities available with the Incredibox app. I am really looking forward to introducing this app to my students to see what they can come up with. I spent time over vacation developing an Incredibox contemplating having my middle school students create an Incredibox assignment for my middle school students and then having them share their track through Padlet to see the work of other students in different class sections.
Creating my Personal Learning Network (@northwoodband) has opened many networking doors. I am excited to see what I can learn from others who are taking this class, as well as other professional organizations. I am not very familiar with Twitter and never pictured myself using it, so this will be a bit of a learning curve for me. I am hoping to build my networking opportunities and see what new learning opportunities arise from this. I have heard many positive things from using Twitter as a PLN, but have not experienced it for myself. I am looking forward to seeing how I can utilize this going forward after this class!
Bauer (2014) states, “music educators must be open to new ideas and ways of doing things while also demonstrating a wiliness to invest the time and effort” (pg. 17). As a second year teacher, I think part of the challenge is finding the time to do everything that you need and want to do. Working in a small K-8 school, where I am the only music teacher to work with 400 students, as well as be on two committees, facilitate the after school Glee Club, and co-advise the 8th grade class, it is challenging to also find the time to look at and research new technological advancements in the field of music. I also think that right behind the challenges of time and effort is funding and cost. Many schools, while they strongly advocate for technology, struggle also to have appropriate funding to be able to adequately support all disciplines and avenues of technology. While there have been many advancements in the area of technology, I think that there are still challenges and hurdles that need to be faced.
References
Bauer, W. L. (2014) Music learning today. New York, New York. Oxford University Press.
