scholarly journals Reaching digital native music majors : pedagogy for undergraduate group piano in the 21st century

2019 ◽  
Author(s):  
◽  
Rachel Danielle Hahn
Keyword(s):  
Individual Differences ◽  
21St Century ◽  
Core Curriculum ◽  
Study Data ◽  
Technology Selection ◽  
Music Majors ◽  
Digital Native ◽  
Group Piano ◽  
Piano Students ◽  
Adaptation Processes

This dissertation comprises three projects that were designed to contribute to our understanding of today's digital native music majors and their needs within the group piano curriculum. The first investigation is a review of literature pertaining to collegiate group piano, describing existing research and recommending aspects still needing to be studied. The second investigation used phenomenological qualitative methods to investigate the adaptation processes of group piano students as they adjust to the new demands of collegiate music study. Data from participants (N = 6) indicated that despite individual differences, common themes of Preparedness, Motivation, Priorities and Expectations, Support Systems, and Accomplishment/Empowerment were characteristic of the group piano experience for these first-semester students. The third investigation is an experimental study. I sought to determine how the use of technological tools with varied capabilities of providing aural modeling and tempo control features affected collegiate group piano students' achievement. Group piano music majors (N = 43) were randomly assigned to one of four treatment groups (control, metronome, YouTube, or Tempo SlowMo). No significant achievement differences were found among the technology groups. Results from these three projects indicated that (a) there is a need for further research in group piano contexts, (b) group piano is a valuable part of the music core curriculum because courses are conducive to 21st-century skill development and (c) individual differences are importantv considerations when assisting students with adaptation processes and technology selection in group piano. These findings may transfer to other core music classes, student experiences, and practice routines.

Ubiquitous Connectivity & Work-Related Stress

2011 ◽  
pp. 167-182 ◽  
Author(s):  
J. Ramsay ◽  
M. Hair ◽  
K. V. Renaud
Keyword(s):  
Individual Differences ◽  
21St Century ◽  
Communication Technologies ◽  
Quarter Century ◽  
Work Related ◽  
Workplace Stressors ◽  
The Past ◽  
Related Stress ◽  
E Mail ◽  
The Way

The way humans interact with one another in the 21st Century has been markedly influenced by the integration of a number of different communication technologies into everyday life, and the pace of communication has increased hugely over the past twenty-five years. This chapter introduces work by the authors that considers the ways one communication-based technology, namely e-mail, has impacted workers’ “thinking time”, and become both a “workplace stressor” and an indispensable communications tool. Our research involved both a longitudinal exploration (three months) of the daily e-mail interactions of a number of workers, and a survey of individuals’ perceptions of how e-mail influences their communication behaviour in general, and their work-related communication in particular. Initial findings, in the form of individual differences, are reported here. The findings are presented in relation to the way workplace stressors have changed over the past quarter century.

scholarly journals Social Responses to Media Technologies in the 21st Century: The Media are Social Actors Paradigm

2021 ◽  
Vol 2 ◽  
pp. 29-55
Author(s):  
Matthew Lombard ◽  
Kun Xu
Keyword(s):  
Individual Differences ◽  
Evolutionary Psychology ◽  
21St Century ◽  
Future Research ◽  
Social Actor ◽  
Social Responses ◽  
Social Actors ◽  
Media Technologies ◽  
Technological Advances ◽  
The Media

Clifford Nass and his colleagues proposed the Computers Are Social Actors (CASA) paradigm in the 1990s and demonstrated that we treat computers in some of the ways we treat humans. To account for technological advances and to refine explanations for CASA results, this paper proposes the Media Are Social Actors (MASA) paradigm. We begin by distinguishing the roles of primary and secondary cues in evoking medium-as-social-actor presence and social responses. We then discuss the roles of individual differences and contextual factors in these responses and identify mindless and mindful anthropomorphism as two major complementary mechanisms for understanding MASA phenomena. Based on evolutionary psychology explanations for socialness, we conclude with nine formal propositions and suggestions for future research to test and apply MASA.

scholarly journals Development of Islamic Education: The Multidisciplinary, Interdisciplinary and Transdisciplinary Approaches

2020 ◽  
Vol 4 (1) ◽  
pp. 58
Author(s):  
Dina Mardiana ◽  
Abd. Rahim Razaq ◽  
Umiarso Umiarso
Keyword(s):  
21St Century ◽  
Core Curriculum ◽  
State Standards ◽  
Scientific Discipline ◽  
Islamic Education ◽  
Literature Study ◽  
Research Theme ◽  
Starting Point ◽  
Islamic Religion ◽  
The Difference

In the ideal level, Islamic education must touch on 3 (three) aspects. "Knowing" realm understanding value Islamic religion, "doing" realm practicing the values Islamic religion, "being" go through a period of life following values Islamic religion. However, the development of the 21-st Century, which provides open access to all information from cyberspace, has not been fully implemented in the field of Islamic education so that it gives a challenge for the world of Islamic education in implementing the concept of "being" optimally in the process of learning. This article aims to describe and analyze the development of the Islamic education curriculum through 3 (three) approaches: multidisciplinary, interdisciplinary, and transdisciplinary. This article uses a qualitative approach to the type of literature study research. A literature study that is in line with the research theme leads this research to the conclusion. First, the Common Core State Standards (Kurikulum Inti) emerge as a form of balance standardization between the aspects of ideal learning and skills needs in the 21st-century. Second, the difference between multidisciplinary, interdisciplinary, and transdisciplinary approaches lies in the "starting point" of each approach. Multidisciplinary emerge as the form of concepts and skills desired by each discipline (explicitly), interdisciplinary in the form of shared concepts and skills, as long as a scientific discipline (implicitly) and transdisciplinary in the form of real reality in life where students being both subject and object in gaining that knowledge. Third, the similarity between multidisciplinary, interdisciplinary and transdisciplinary approaches lies to balance between accountability, relevance, and development of the 21st-century; all three are integral parts of the Core Curriculum; all three involve more than one scientific discipline in discussing a theme/issue and; all three have aspects of evaluation/assessment during the learning process.

scholarly journals As políticas públicas e o perfil do aluno do século XXI frente à inserção da tecnologia na educação

2017 ◽  
Vol 12 (25) ◽  
pp. 178
Author(s):  
Clarina Alves do Prado ◽  
Iandra Pavanati ◽  
Kariston Pereira ◽  
Tatiana Comiotto
Keyword(s):  
21St Century ◽  
New Technologies ◽  
Public Policies ◽  
Pedagogical Practices ◽  
Digital Native ◽  
Santa Catarina ◽  
Student Profile ◽  
Educational Environments ◽  
Nuevas Tecnologías ◽  
21St Century Student

RESUMO O presente artigo traz uma reflexão acerca da presença das tecnologias em ambientes educacionais, as políticas públicas envolvidas na inserção desses recursos e o perfil do estudante do século XXI frente a esse cenário.  O perfil discente deste século, inserido na chamada Era Digital e nomeado por Prensky como ‘nativo digital’, é marcado por seus processos interativos constituindo uma nova cibercultura. Surge, dessa forma, uma nova demanda em ambiente escolar, já que renovar as práticas pedagógicas inserindo as novas tecnologias torna-se essencial. O percurso das políticas públicas nacionais e do município de Joinville – Santa Catarina, frente à inserção da tecnologia da informação e comunicação (TIC) nas instituições escolares, vêm se construindo em uma nova realidade para muitas escolas. Este cenário revela que o avanço da TIC e a velocidade das transformações psicossociais e culturais, decorrentes desse avanço, são temas que, cada vez mais, exigem dos sistemas educacionais uma mudança significativa em seus processos.   Palavras-chave: Tecnologia educacional. Nativo digital. Políticas públicas.         ABSTRACT The following paper focus on technologies within educational environments, public policies involved in inserting such resources and the 21st century student profile regarding such scenario. The 21st century student profile, within the so-called Digital Era and named by Marc Presnsky as “digital native”, is characterized by its interactive processes, which is the base of a new cyberculture. Thus, there is a new demand regarding school environments since it is essential to renew the pedagogical practices through new technologies. The evolution of national public policies as well as in the city of Joinvile, Brazil, regarding the use of Communication and Information Technology (CIT) within schools, has become a new reality for several of them. Such scenario unveils the advancement of CIT and the speed of social and psychosocial transformations, deriving from such advancement, which are issues that require a significant change in their processes.   Keywords: Educational technology. Digital native. Public policies.           RESUMEN En este artículo se presenta una reflexión acerca de la presencia de la tecnología en los centros educativos, las políticas públicas que participan en la integración de estos recursos y el estudiante del siglo XXI perfil frente a este escenario. El perfil de los estudiantes de este siglo, se inserta en la era digital llamado y nombrado por Prensky como "nativo digital", está marcada por su proceso interactivo que constituye una nueva cibercultura. Se plantea, por lo tanto, una nueva demanda en el entorno escolar, como renovar las prácticas pedagógicas inserción de las nuevas tecnologías se convierte en esencial. La ruta de las políticas públicas nacionales y el municipio de Joinville - Estado de Santa Catarina, la inserción de la información y la comunicación (TIC) en las escuelas, han sido la construcción de una nueva realidad para muchas escuelas. Este escenario muestra que el avance de las TIC y la velocidad de las transformaciones psicosociales y culturales que resultan de este avance, son temas que requieren cada vez más los sistemas educativos un cambio significativo en sus procesos   Palabras clave: tecnología educativa. Nativo digital. Políticas públicas.

scholarly journals Types and distribution of improved sanitation technologies in sub-Saharan Africa

2017 ◽  
Vol 7 (2) ◽  
pp. 260-271 ◽  
Author(s):  
Muchaneta Munamati ◽  
Innocent Nhapi ◽  
Shepherd N. Misi
Keyword(s):  
Negative Relationship ◽  
Study Data ◽  
Sub Saharan Africa ◽  
Technology Selection ◽  
Development Indicators ◽  
Distribution Study ◽  
Improved Sanitation ◽  
Pit Latrine ◽  
Sub Saharan ◽  
Selection Of

Access to improved sanitation technologies in sub-Saharan Africa (SSA) is very low. Despite the importance of improved sanitation technologies in sanitation monitoring, little attention has been given towards the types and distributions of improved sanitation technologies used in SSA. This paper presents an analysis of the distribution of improved sanitation technologies in SSA, with particular emphasis on factors influencing their distribution. Study data were derived from demographic health surveys, multiple indicator cluster surveys and World Bank Development Indicators. Results showed that the pit latrine with slab was the most prevalent technology (21%), while the composting toilet had the least coverage (0.6%). Multiple regression analysis results showed positive significant relationships between the following: income and flush toilets connected to sewer (p = 0.000), urban population and flush toilets connected to septic tanks (p = 0.000), development assistance and pit latrine with slab (p = 0.035) and a negative relationship between population and flush toilets connected to pit latrines (p = 0.030). The paper concluded that selection of sanitation technologies is influenced by different factors. In addition, prevailing socio-economic conditions can result in selection of inappropriate technologies. Technology selection, however, should strive to strike a balance between the economic, environmental, human health and socio-cultural sustainability aspects of sanitation.

Development of Harmonization and Sight-Reading Skills among University Class Piano Students

2000 ◽  
Vol 48 (2) ◽  
pp. 151-161 ◽  
Author(s):  
Steven L. Betts ◽  
Jane W. Cassidy
Keyword(s):  
Reading Skills ◽  
Sight Reading ◽  
Music Majors ◽  
Left Hand ◽  
Piano Students ◽  
Right Hand ◽  
Keyboard Skills ◽  
Class Piano ◽  
The Right ◽  
Remaining Time

This study is an exploration of the development of sight-reading and harmonization skills among nonkeyboard music majors enrolled in six intact sections of class piano ( N = 39). Classes included 10 minutes of instruction in each of two topics, harmonization and sight-reading, with the remaining time spent on keyboard skills not directly related to the study. Subjects were videotaped twice completing two harmonization and two sight-reading tasks. Videotapes were analyzed for pitch and rhythm errors. Statistical analysis compared pretest to posttest scores, right-hand to left-hand scores, the four tasks, and practice-group condition. Results indicated the right hand was more accurate and consistent than was the left hand, made less improvement on all tasks, and was slightly more accurate on the harmonization tasks than the sight-reading tasks. The left hand made noticeable gain in accuracy on all tasks and was more accurate on the easier tasks than on the more difficult ones.

Incidental focus on form and the role of learner extraversion

2017 ◽  
Vol 22 (6) ◽  
pp. 698-718 ◽  
Author(s):  
Jongmin Kim ◽  
Hossein Nassaji
Keyword(s):  
Individual Differences ◽  
Personality Trait ◽  
Classroom Observation ◽  
Study Data ◽  
Esl Students ◽  
Focus On Form ◽  
Classroom Data

Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.

scholarly journals Of Empathy, Imagination and Good Gloves

2016 ◽  
Vol X (1) ◽  
pp. 89-106
Author(s):  
Marvin Schildmeier
Keyword(s):  
Secondary School ◽  
21St Century ◽  
Performing Arts ◽  
Core Curriculum ◽  
Mental Image ◽  
Body Language ◽  
The Core ◽  
Seminar Room ◽  
New Challenges ◽  
The Moment

From the moment I first stepped in the door to our seminar room I was aware that I was a foreigner here. That was not just due to the fact that I had set out from my familiar Hannover on an Erasmus semester at University College Cork, but rather particularly due to the fact that in choosing the course Drama and Theatre of the 20th and 21st Century, I set foot in hitherto untested territory. As far as theatre and the performing arts were concerned, I was, in fact, a blank page. My stage experience was limited to playing Joseph in the Christmas nativity play, the canon of plays which I had read to those which were a part of the core curriculum in secondary school. I was a foreigner. The mental image of going up on stage made me feel uneasy and at moments when eyes were focused on me, I had the feeling that I could no longer properly control my body language. However, as you must sometimes set yourself new challenges, and as I thought that there could be no better point in time for such a peek outside the box than a semester abroad, in which ...

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