ATMI 2010


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Kathy Kerstetter's ATMI 2010 Presentation for ATMI.

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ATMI 2010

  1. 1. Bringing Technology into K-12 <ul><li>How and What are future music teachers learning to teach with technology? </li></ul>Kathleen Kerstetter, Ph.D. Mount Olive College ATMI 2010
  2. 2. What Should they Learn? NASM ISTE NCATE TI:ME
  3. 3. TI:ME Technology Institute for Music Education Electronic Instruments Music Production Music Notation Software Technology Assisted Learning Multimedia Productivity
  4. 4. Shouldn’t music education majors be learning these technology competencies in schools?
  5. 5. Electronic Musical Instruments <ul><li>Operate electronic instruments </li></ul><ul><li>Connect instruments to computers and other instruments using MIDI </li></ul><ul><li>Choose and edit sounds from stored libraries </li></ul><ul><li>Teach musical processes with electronic keyboards </li></ul><ul><li>Integrate electronic instruments into existing ensembles </li></ul><ul><li>Set up and connect a variety of electronic instruments for use in concerts in the school environment </li></ul>
  6. 6. Music Production <ul><li>Record and edit music using music production software and hardware </li></ul><ul><li>Enter notes in a MIDI sequence either one at time (step-time) or by performing (real-time). </li></ul><ul><li>Produce transcriptions in standard music notation </li></ul><ul><li>Use advanced editing and production techniques </li></ul><ul><li>Demonstrate orchestration and arranging techniques allowing students to immediately hear the example. </li></ul><ul><li>Teach musical concepts using music production software and hardware </li></ul><ul><li>Teach performance on traditional acoustic instruments using the MIDI sequencer as accompaniment </li></ul><ul><li>Expose students to music of different culture. </li></ul><ul><li>Demonstrate the building blocks of musical style and form through the use of looping tools. </li></ul><ul><li>Supervise students in their production projects. Use music production techniques to and for improving the sound quality in recordings of student performances. </li></ul>
  7. 7. Music Notation Software <ul><li>Create a score for any musical ensemble or instrument </li></ul><ul><li>Enter notes using various approaches including typing, point and click, step entry, and real-time entry </li></ul><ul><li>Edit scores/transpose songs/add expression markings </li></ul><ul><li>Layout a complete musical score & extract parts </li></ul><ul><li>Integrate notation files into word processing software for text handouts and exams </li></ul><ul><li>Guide students in learning the basics of notation </li></ul>
  8. 8. Technology Assisted Learning <ul><li>Identifying available instructional software </li></ul><ul><li>Install, use, and integrate these programs into the music curriculum taking full advantage of the record-keeping, evaluation, and instructional support </li></ul><ul><li>Create additional materials for student practice </li></ul><ul><li>Connect computers to the Internet </li></ul><ul><li>Share files between computers of varying platforms </li></ul><ul><li>Effectively search and retrieve information </li></ul>
  9. 9. Multimedia <ul><li>Use basic multimedia authoring strategies including slide show presentations, electronic portfolios, and/or internet web sites </li></ul><ul><li>Create materials for multimedia use in class </li></ul><ul><li>Guide students in collecting multimedia materials from Internet </li></ul><ul><li>Record and edit sound/capture video/acquire images from digital cameras/scan pictures and drawings </li></ul><ul><li>Use various editing tools available for digital media and edit/process media file types </li></ul><ul><li>Use various tools that allow files in one format to be converted to another </li></ul>
  10. 10. Productivity <ul><li>Create, edit, and store information or data in digital form </li></ul><ul><li>Operate and configure operating systems as needed </li></ul><ul><li>Take data from one program to another converting file formats as needed </li></ul><ul><li>Manage a technology facility, be it a single computer and MIDI workstation in a classroom or a full music technology multi-station lab </li></ul><ul><li>Use the personal computer, the various input and output peripherals, and the variety of media used to store, transport, and retrieve information </li></ul><ul><li>Know the basic software tools used to manage a music program </li></ul><ul><li>Use word processing software to enter, edit, format and print text-based documents </li></ul><ul><li>Use word processing software to create concert programs, class handouts, tests, and various other office-related documents </li></ul><ul><li>Use database software to store and retrieve records for instrument/music inventories, class lists, attendance, and grades </li></ul><ul><li>Use graphics programs to integrate illustrations into classroom presentations or word processing documents </li></ul><ul><li>Use presentation software to create overhead transparencies and slides for class lectures, or for presentations made to administrators, funding agencies, and parent groups </li></ul><ul><li>Protect against computer viruses </li></ul><ul><li>Use multiple systems to work together in a networked lab environment </li></ul><ul><li>Operate networked server computers on which teachers may store classroom materials, and where students may post assignments for review </li></ul><ul><li>Specify equipment needs for their classroom or lab facilities </li></ul><ul><li>Manage music technology installations </li></ul>
  11. 11. <ul><li>Research Questions: </li></ul><ul><li>What is the self-reported level of comfort for each TI:ME area? </li></ul><ul><li>Is there a difference between males and females? </li></ul><ul><li>Is there a difference in MENC divisions? </li></ul><ul><li>Where do undergrads receive most of their training? </li></ul>
  12. 12. Survey Monkey 463 NASM Institutions 379 students began survey 246 completed survey
  13. 16. Music Production Electronic Instruments Music Notation TAL Multimedia Productivity
  14. 17. Music Production Electronic Instruments Music Notation TAL Multimedia Productivity
  15. 18. So, what exactly are they learning in college? What are we teaching in college?
  16. 19. <ul><li>Randomly selected 48 NASM </li></ul>
  17. 20. Examining the Curricula
  18. 21. <ul><li>Instructional Technology for Educators </li></ul><ul><li>Computer Based Technology and Learning </li></ul><ul><li>Prepares students to integrate computers into the curriculum by exploring the evolving uses and expectations of technology as a teaching and learning tool. Course objectives based on ISTE standards. </li></ul><ul><li>Educational Methods and Technology </li></ul><ul><li>Literacy, Technology, and Instruction </li></ul><ul><li>Educational Technology </li></ul><ul><li>Technology for Music Classroom K-12 </li></ul><ul><li>Music and Technology </li></ul><ul><li>A study of instructional design principles, multi-media tools, and their use in the PK-12 music education classroom. Students will use electronic keyboards, midi-equipped personal computers, and appropriate software to integrate and assess teaching and learning with technology in the PK-12 music education curriculum </li></ul><ul><li>Technology in Music Education </li></ul><ul><li>Introduction to Music Technology </li></ul><ul><li>MusicTechnology </li></ul><ul><li>Computers and Music </li></ul><ul><li>An introduction to understanding the use of computer music applications and MIDI (Musical Instrument Digital Interface) in music. Will include software applications addressing ear training and music theory, sequencing and music notation </li></ul><ul><li>Computers Applications </li></ul><ul><li>Fundamentals of Music Technology </li></ul><ul><li>Practicum in Music Technology </li></ul>
  19. 22. <ul><li>We did not have a course in music technology. However, technology was integrated in methods and materials classes. The College of Education also requires us to take a tutorial and create files using various aspects of Microsoft Office. </li></ul><ul><li>I feel that there should be more emphasis in music education programs on the use of various technology uses for in the classroom. </li></ul><ul><li>At our college, we are required to take a &quot;notational software&quot; one credit easy course. Thought it was helpful, the class wasn't very deep and I still feel unprepared. This is the only electronic class we offer. I would like a course on music production & editing if I had the choice, as well as being able to put music notations into an exam, handout, or presentation. </li></ul><ul><li>Great survey, I would have loved to have more technology training in my undergraduate. </li></ul><ul><li>I have not received any formal training in music technology. This survey especially showed me that! I feel inadequately prepared to use technology in my future classroom. </li></ul><ul><li>I wish I had received training in technology for music education. Unfortunately, a technology course has only just this year been added as an elective, however, none of the music education students have space in their schedule to manage another elective. </li></ul><ul><li>I wish I had received training in technology for music education. Unfortunately, a technology course has only just this year been added as an elective, however, none of the music education students have space in their schedule to manage another elective. </li></ul><ul><li>I have not had extensive training in using music technology. Everything I have learned, I have taught myself. </li></ul><ul><li>I wish that my school offered music technology courses that could help me and other future teachers. As a young person, I feel that I should be able to comfortably teach the software and hardware of my generation, but I actually think I am farther behind than my predecessors. As Music Ed. majors, it is required that we take 4 technology infusion workshops, which are about 2 hours in length, each. The teacher basically crams in as much information into those time slots as he can, and hopes that we will grasp onto the information. I am very hands-on, and I just could not process so much technology in such a short amount of time. Also, we do not have any formal classes to assist us in using such programs as Finale, Sibelius, SmartMusic, etc. A professor tried to get one started, but not enough people signed up to do it. I was so frustrated!! I feel completely helpless and WANT to learn and use this stuff in the classroom! </li></ul>
  20. 23. <ul><li>In my undergraduate program at WIU, I have not had much training in the music education technology. We have briefly talked about it and that is it. I wish we had a whole class dedicated to this. </li></ul><ul><li>Because of varying affinity levels people have for technology, I dislike the idea of large technology classes. They're always too slow for me, but can be completely over other people's heads. In my opinion, the best experiences I've had with music technology training have been either A.) a supervised free-for-all class, where we were free to work our way toward a goal or assignment (or even set our own goal/assignment), and someone was there to answer questions if needed, or B.) getting a hold of whatever hardware or software I wanted to learn and just experimenting with it on my own before bringing it into a public setting such as a classroom. </li></ul><ul><li>based on all the items listed, I have a lot to learn. </li></ul><ul><li>The reason I am strong in the technology field relates back to my high school music program. Our band director wrote a grant to create a radio station, professional recording studio, music notation lab, purchase several Apple digital media workstations, professional digital video/still cameras and buy several electronic instruments. In college I received little training in technology, it was never treated as a priority. Having come from a tech-intense program I understand its importance. I am currently enrolled in a masters program for Music Technology and plan to pursue a career in the music tech field following my undergraduate work. </li></ul><ul><li>Music technology is not required for my major, but I had the opportunity to take a music technology class and as I had an interest in the subject I took the class. I'm really glad I did because it helped me to do my course work later on. However it was only a beginning class and I haven't had a chance to take anymore classes. I am really worried because I don't know that much about computers and I know that it is almost impossible to run a program without some technology involved. </li></ul><ul><li>What stuff I know is almost all self-taught. There is no required music technology class at this school </li></ul><ul><li>I really wish there would be required classes for music technology in the music education program. I have very limited knowledge in this area. </li></ul><ul><li>I feel as though there is not enough time spent on working with different types of music education specific software. By the standards set in my ed tech class, I should be able to do most of the things that are included on this survey, when in reality, I only know how to do what I have practiced on my own time. There should be more time spent working on each piece of software, rather than knowing what they all are. </li></ul><ul><li>I really have never had any type of formal technology training for music. Everything has been trial and error on my own time. I wish I had been given the opportunity to learn about even the basic elements to installation and use of the basic music technology available. </li></ul>
  21. 24. <ul><li>We also will occasionally have a workshop like this through MENC. </li></ul><ul><li>My class was &quot;strongly encouraged&quot; to take a music technology course our freshmen year. The class was a joke. We learned how to search on Google, how to create a personal website, and how to use Finale at a very basic level. Everybody in my class could already do these things. But I feel completely lost trying to do anything else with music technology. This class did not prepare me at all for what I would really want to do with my music students in the future. </li></ul>