With the surplus of software and internet resources available for any music educator, it is important for the teacher to choose the software or internet resource that will be the most beneficial for all students. In order to have a high standard for student’s instructors need to have high standards for the resources that potentially used in the classroom. A music educator must choose software that clearly address national or state music standards. The software needs to have content that align with curriculum goals that the instructor has in place (Bauer, 2014).
There are also different categories of software to consider when choosing one to aid in student learning. If educators have students that are unfamiliar with music content, the instructor may want to use a tutorial software. A tutorial software does not require prerequisite learning because the purpose of the software is to teach new knowledge and skills (Bauer, 2014). If students have prior knowledge in music teachers can use practice software or games to reinforce student learning. Practice software can use drill and practice programs to give students questions to answer and provide feedback. Additionally, practice software can be used to enhance music performance. Game software can be motivating and reinforce prior knowledge and add new content to students. Most students love games especially those that have a clear goal or prize at the end of the game.
Using internet resources should be done with caution. Content on the web may or may not be a reliable source of information. Educators and students must evaluate Internet resources to determine if the source of information is authentic and dependable. The common internet source that teachers and students will use is web sites. Before introducing a website as a possible resource educators have to identify the author and verify his or her credentials. Secondly the instructional content of the website needs to identify to address possible music or technology standard.
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding
to music. New York: Oxford University Press.
I think your first two paragraphs are useless to an educator if they do not heed the warning that your third paragraph offers. I agree that technology can absolutely help our students reach their curricular goals in an engaging way, and that there is a wealth of different resources out there for every level of learner. I also agree that teachers must be vigilant about prescreening every aspect of a website or piece of software that our students are using to ensure it is a reliable, safe website that would benefit our students to visit at anytime.
ReplyDeleteI have a friend that teaches in the district next to me as a general music teacher. If she wants to show any video clip to her students that is more than 2 minutes in length, she must fill out an online application that includes the video, standards addressed in the video, unit that it is being shown in, and a proposal for why the video will be beneficial to the students. The teacher may then only show the video if the principal approves the application. While this process may seem overreaching and micromanaged by the administration, the administration should be able to trust that their teachers are going through this process with every bit of technology (or any other activity) that is used in the classroom.
There is nothing worse as a student than for your teacher to be learning a topic at the same time you are. I know I have witnessed it from a student point of view, and it is frustrating to say the least. One of the great challenges of technology to me is making sure that I know the "ins and outs" of a program so well that I can troubleshoot for my students. I could rely on tutorial software more than I do, but I think it really comes down to making sure that all of the information on a site is authentic and dependable, just like your post says.
Thanks for the post!