A Conceptual Framework for Technology-Assisted Music Learning

This chapter serves as an introduction to the book and the Technological Pedagogical and Content Knowledge (TPACK) conceptual framework around which the book is designed. The discussion situates the use of technology for music learning within a context of technology’s role in general education, society, and our daily lives. Drawing on the research literature, the point is made that technology hasn’t become a truly integrated aspect of many music classrooms. Taking the position that a major reason for this is that most music teachers don’t have the complete knowledge and skill set (TPACK) necessary to effectively incorporate technology into classes and rehearsals, the TPACK model is introduced as an approach that may be advantageous. The model is explained, with applications to music provided.

Responding to Music

Grounded in the research and promising practices literature, chapter 5 discusses concepts and skills, pedagogies, and technologies related to human response to music. All people respond to music in a variety of ways. Music educators strive to develop students’ abilities to listen to and describe music, analyze and evaluate it, understand its historical and cultural contexts, and appreciate its relationships to other disciplines, including other art forms. Numerous technological tools are capable of supporting student learning in these aspects of music. They may also provide a means to respond to musical stimuli. By aligning musical outcomes related to responding to music with appropriate pedagogies and supporting technologies, music educators can assist students in their continuing development of knowledge and skills essential for meaningful, lifelong involvement with music.

Assessment for Music Learning

Assessment is an essential aspect of teaching and learning. Not only is assessment necessary to determine whether students have learned what teachers think they have taught, but it also informs the design of instruction and is used to adjust the specific teaching and learning strategies that are used over time. Numerous technological tools are available that enable teachers to be more efficient and effective with this process. This chapter is primarily concerned with the assessment of musical achievement in creative, psychomotor, and cognitive domains. It outlines essential assessment principles, discusses the technology-assisted development of assessments, explores technologies helpful to the process of assessing specific music learning outcomes, and describes new assessment approaches enabled by technology. The management of assessment data and processes via technology is also examined.

Technology Fundamentals

An understanding of various technologies is an important component of one’s TPACK. This chapter presents the essential technological knowledge and skill necessary for a music educator to successfully begin to utilize technology for music learning. Topics include explanation of the key components of computers and their operating systems, description and comparison of MIDI and digital audio, discussion of graphic and video media, identification of types of music software and the evaluation of software titles, and exploration of internet resources that may be used for music learning. Free and low-cost implementations of these technologies are emphasized; using technology to facilitate music learning does not require excessive amounts of money. Since technologies are always being refined and improved, with new technologies that may be applicable to music learning constantly emerging, music educators need to maintain a mindset of ongoing professional learning in this area.

Instructional Design

Learning is contextual, active, social, and reflective. Learners construct their own understanding by connecting prior knowledge to new information. Technology, when properly utilized, can facilitate these natural learning processes. This chapter discusses fundamental principles of human learning as they apply to the design of lessons, units, and curricula that include technology. Design models described include project based learning and backwards design, two approaches that often utilize technology and value the development of student 21st-century skills such as creativity, critical thinking, communication, and collaboration. Technology is also a tool that music educators can use to differentiate instruction and to provide learning support to special needs students. Finally, when engaged in instructional design that includes technology, music educators and their students need to be cognizant of copyright laws, utilizing public domain and Creative Commons media and materials whenever possible.

Productivity and Professional Development

There are numerous ways in which technology can improve the productivity of music educators, helping to make administrative and organizational tasks more efficient and effective. This chapter describes a variety of technological tools that can be used to facilitate overall organization, communication, public relations and advocacy, the creation and acquisition of instructional support materials, data management, travel, and maintenance of financial records, all of which are typical responsibilities of music teachers. Technology can also be useful for continuing professional development. From informal Personal Learning Networks to formalized graduate degree programs, technology can empower music educators with personalized, sustained, flexible, and social professional learning opportunities. Taken together, these approaches to professional development can help music educators continually develop and refine their TPACK, facilitating an ongoing upward spiral of the knowledge and skills necessary for music learning today.

Performing Music

Grounded in the research and promising practices literature, Chapter 4 discusses concepts and skills, pedagogies, and technology related to musical performance. Technologies may be of assistance in developing psychomotor knowledge and skills, and in accomplishing effective musical practice. Models of exemplary performances and performers, along with feedback on performance may also be augmented through technology. The aural and visual skills necessary to read and write music with fluency, and the identification and selection of musical literature can be enhanced via technology. Technology can assist with traditional ensemble rehearsals and new technologies are creating new performance opportunities, even for people without a formal musical background. Technology facilitated learning in music performance classrooms has the potential to benefit both teachers and their students, and to allow more individuals to experience the joy and benefits of active musical participation through performance.

Creating Music

Grounded in the research and promising practices literature, Chapter 3 discusses concepts and skills, pedagogies, and technology related to musical creativity. Creativity is usually an assumed part of being musical. While there are creative aspects to a variety of musical activities—for instance, developing an interpretation of a musical composition involves creative thinking—the focus in this chapter is on the development of original musical ideas through two primary musical processes, improvisation and composition. The chapter provides an overview of creativity, discusses the process of learning to improvise and compose, describes pedagogical strategies to use with students, and suggests technological tools that can support creative musical experiences. Contemporary approaches to musical creativity such as remixing and mashups are also addressed.