Technology and Computers in Music and Music Education<br />Nicholas Reynolds<br />
computers can be carriers of powerful ideas and of the seeds of cultural change <br />they can help people form new relati...
Seymour Papert<br />using computers to challenge current beliefs about who can understand what and at what age<br />using ...
Broad generalisations about literature<br />ICT in Education<br /><ul><li>Tools and Usage
What is being used
Impacts on outcomes/attainment
How many hours
How many schools
What is being done</li></li></ul><li>Broad generalisations about literature<br />ICT in Education<br /><ul><li>Enabler of ...
Collaboration
Creativity
Communication of ideas</li></li></ul><li>Broad generalisations about literature<br />ICT in Education<br /><ul><li>Instruc...
Behaviour
Construction
Affective
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Tuesday m3 nicholas_reynolds_v1

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Nick's presentation at WCC2010, Key Competencies in the Knowledge Society

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Tuesday m3 nicholas_reynolds_v1

  1. 1. Technology and Computers in Music and Music Education<br />Nicholas Reynolds<br />
  2. 2. computers can be carriers of powerful ideas and of the seeds of cultural change <br />they can help people form new relationships with knowledge that cut across the traditional lines separating humanities from sciences and knowledge of the self from both of these<br />
  3. 3. Seymour Papert<br />using computers to challenge current beliefs about who can understand what and at what age<br />using computers to question standard assumptions in developmental psychology and in the psychology of aptitudes and attitudes <br />Mindstorms: Children, computers, and powerful ideas. Harvester, Brighton (1980)<br />
  4. 4. Broad generalisations about literature<br />ICT in Education<br /><ul><li>Tools and Usage
  5. 5. What is being used
  6. 6. Impacts on outcomes/attainment
  7. 7. How many hours
  8. 8. How many schools
  9. 9. What is being done</li></li></ul><li>Broad generalisations about literature<br />ICT in Education<br /><ul><li>Enabler of different things
  10. 10. Collaboration
  11. 11. Creativity
  12. 12. Communication of ideas</li></li></ul><li>Broad generalisations about literature<br />ICT in Education<br /><ul><li>Instruction
  13. 13. Behaviour
  14. 14. Construction
  15. 15. Affective
  16. 16. Effective</li></li></ul><li>Broad generalisations about literature<br />ICT in Music Education<br /><ul><li>Tools and Usage
  17. 17. What tools there are
  18. 18. What can be taught
  19. 19. Reproduction of conventional musical pedagogical approaches using ICT</li></li></ul><li>Broad generalisations about literature<br />ICT in Music Education<br /><ul><li>Instruction
  20. 20. Behaviour
  21. 21. Drill and practice
  22. 22. Skill development</li></li></ul><li>Broad generalisations about literature<br />ICT in Music Education<br /><ul><li>Presents how young people use computers to do traditional tasks (do the same things in a different way)
  23. 23. Presents compositional approaches that use Western musical conventions
  24. 24. Presents development through a novice to expert approach</li></ul>Computer Aided Instruction<br />
  25. 25.
  26. 26.
  27. 27. Geetha Narayanan’s ‘Zebra Questions’ about “the landscapes of education and technology”<br /> <br />Have the contours of this landscape been created by the tools of technology defining the nature and scope of the learning environment?<br />Or have the contours of this new landscape been defined by learning needs and contexts which in turn inform the creation and sustaining of digital or virtual learning worlds?<br /> <br />
  28. 28. Geetha Narayanan’s ‘Zebra Questions’ about “the landscapes of education and technology”<br />Are the horizons of this landscape defined by the convergence of traditional literacies integrated with conventional and new medias?<br />Or do the distributed networks of new media define both the horizon and reach of the communication and literacy agendas of teachers and educators?<br />Should the development goals of education with technology focus on the development of the brain, the intellect and the mind?<br />Or is it about developing the heart and expanding the inner self?<br />
  29. 29. Where to for ICT in music education research?<br /><ul><li>Look beyond harmonic and rhythmic convention; as well as those approaches
  30. 30. Look beyond the novice-to-expert model; as well as that model
  31. 31. Look at the ways in which ICT can tell us how children are thinking and behaving musically (or in any way at all) and what that might mean to us as educators</li></li></ul><li>AND DON’T FORGET SEYMOUR!!!<br />
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