Download - Tanglewood Presentation Bauer 1
Transforming Music TeachingVia Technology
Dr. William I. BauerDr. William I. BauerCase Western Reserve UniversityCase 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 beenand what has beenthe effect ofTanglewood I onmusic education inthe U.S.?
The Tanglewood Declaration
“Developments ineducational technology,educational television,programmed instruction,and computer-assistedinstruction should beapplied to music studyand research.”
Transforming Music TeachingVia 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 necessaryfor music teachers to transform their teachingand their students’ learning via technology?
A number of individuals and organizations haveespoused an opinion.
Frameworks for DevelopingTechnology Competencies Deal and Taylor - 1997 Music Educators
Journal article Music majors need training in:
the basics of computers (file management, operatingsystems, 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 DevelopingTechnology 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 Schoolsof Music (NASM) [2007-2008 Handbook, p. 97]
“Students mustacquire the ability touse technologiescurrent to their areaof specialization.”
Frameworks for DevelopingTechnology Competencies
National Council for theAccreditation of TeacherEducation
NCATE has aligned itselfwith ISTE (InternationalSociety for Technology inEducation)
Several of the NCATEstandards referspecifically to technologyrequirements
Frameworks for DevelopingTechnology Competencies “COMMITMENT TO TECHNOLOGY: The unit’s
conceptual framework(s) reflects the unit’scommitment to preparing candidates who areable to use educational technology to help allstudents learn; it also provides a conceptualunderstanding of how knowledge, skills, anddispositions related to educational andinformation technology are integratedthroughout the curriculum, instruction, fieldexperiences, clinical practice, assessments,and evaluations.” (NCATE Unit Standards,2006). [http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4#concept]
Frameworks for DevelopingTechnology Competencies International Society for
Technology in Education National Educational
Technology Standards forStudents (NETS-S)
National EducationalTechnology Standards forTeachers (NETS-T)
National EducationalTechnology Standards forAdministrators (NETS-A)
NETS-T I. Technology
Operations andConcepts
II. Planning andDesigning LearningEnvironments andExperiences
III. Teaching,Learning, and theCurriculum
IV. Assessment andEvaluation
V. Productivity andProfessional Practice
VI. Social, Ethical,Legal, and HumanIssues
NETS-T and Music Teachers
Walls, K., Bauer, W. I., andRichmond, F. (2005).Standards of the InternationalSociety for Technology inEducation. In F. Richmond(Ed.), Technology strategiesfor music education (2nd ed.)(pp. 23-30). Milwaukee, WI:Hal Leonard.
Bauer, W. I. (2005). Musiceducation and technology:What should teachers know?Wisconsin School Musician,75(3), 16-17, 19.
Transforming Music TeachingVia Technology As we move forward, the music education
profession should be part of the largereducational community wheneverpossible.
The NETS-T standards are applicable tomusic teachers.
How do teachers develop thesecompetencies?
Transforming Music TeachingVia Technology Two types of teacher learning are
applicablePre-service music teacher educationIn-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 ofteachers in the classroom and their students’achievement when it was subject-specific andfocused on: student learning instructional practices, and the development of teachers’ understanding of content in
their discipline.
Professional development also was found to be moreeffective when it was aligned with the classroomenvironment where students were taught.
Professional Development(AERA Review of Research) In addition, professional development appeared to
result in improved teaching and learning when it wasconncected 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 onprofessional development lead to greater change inteacher practice; yet often teachers spend verylimited time engaged in professional developmentactivities.
Professional Development inMusic Instructional Technology
Bauer, W. I., Reese,S., & McAllister, P. A.(2003). Transformingmusic teaching viatechnology: The roleof professionaldevelopment. Journalof Research in MusicEducation, 51(4),289-301.
Professional Development -JRME Study Following a one-week (30 hour) workshop on
music instructional technology, 3 indicators ofeffectiveness - teacher knowledge, teachercomfort, and frequency of teacher use -significantly improved.
Furthermore, 9-10 months later, theseindicators of effectiveness all remainedsignificantly higher than they were prior to thetraining.
Moving Forward
To truly establish theconditions where musictechnology can transformthe music teaching/learningprocess, teachers needopportunities for high qualityprofessional developmentthat is designed aroundresearch-based principlesand targets the knowledge,skills, and dispositionsnecessary for success.
Discussion