The intersection of technology-based music education (TBMI) and technological pedagogical content knowledge (TPACK) makes a lot of sense to me. As we read in Week 1, the TPACK model encompasses the teacher’s technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge is being familiar with various technologies that are appropriate for classroom use and the understanding of how to work within those technologies. Pedagogical knowledge is having the understanding of all of the components of teaching – how people develop, how they learn, and how to present material to students, assess their learning, and manage a classroom. TBMI refers to how music teachers can integrate technology effectively into their curriculum to teach concepts, review, and have students create their own music.
However, implementing TBMI requires that teachers develop the technology part of their TPACK, which, in my experience, can be challenging. In the last thirteen years, I have observed a myriad of changes in the technology available within my school district. While I have only been in the music department for five years, I have had to incorporate technology into my daily teaching for all thirteen years. Some of that technology focused on teacher use, including instructional tools such as Kahoot! and management/organizational tools such as Moodle and Skyward. Other pieces of technology were employed by the students. For a period of four years, I worked as a TVI (Teacher of the Visually Impaired) and my students needed adaptive technologies which included electronic braille machines, speech to text programs, and magnification systems. I find that perhaps the most frustrating part of technology in school is the lack of support in learning and using the available technology. We are constantly being introduced to various technology pieces (software, hardware, apps, etc.) and given a brief overview. That is the last bit of support we receive from the IT department. Then it is left up to us to figure out the intricacies of the technology and how to use it in our respective classes. This is pretty overwhelming, especially to someone who did not grow up in such a technological world.
Dorfman (2014) discussed the importance of content when including technology. He states that, “the point is to keep music at the core of the experience” (p. 46). I believe that this is where my hesitation comes in with incorporating technology. I want my students to be engaged and interested, but in the musical piece of the lessons, not the technology piece. I want to be certain that when I chose to use technology in my classes, I am using it to teach the music concepts, not just entertain the students. Another important piece is the potential cost involved with technology. If I am using my limited requisition dollars, I want to be sure that whatever I purchase (technology or not) is going to be something I can and will use in my classes, and that will be beneficial to my students in their learning. I feel that delving more deeply into the TBMI/TPACK world will help me to better understand how and when to incorporate technology, and how to choose the best technologies for my students to enhance their musical experiences. All materials are important to the integrity of the lessons, and as Dorfman clearly states, “Teachers must be well versed in both musical materials and technological materials to make good choices for their students” (p. 30).
I found what you said in the last paragraph to be incredibly relatable when you said, “I am using it to tech music concepts, not just entertain the student.” So often I feel that that is what it could become, but you are correct we have to learn to use our tools properly in order to shift from simply entertaining to something that engaging and stimulating. It is pretty clearly about making good choices, but those decisions come from experience as you know.
ReplyDeleteI too get a lack of support, but also find that when we’re are introduced to a new concept that the district would like to use that I cannot spend time in professional development learning to use it with colleagues. I often do not need much help, but I also have not had to work with as many pieces of equipment as you described to work with visually impaired students. It seems to me that you are not getting what you deserve in this area. Great post!