The evolution of technology being an integral part of our teaching profession is upon us. The use of computers, laptops, PDAs, cameras, mobile phones, iPads, iPods, Podcasts, the internet, emails, wikis, blogs, glogs and so on, are all soon to become an essential part of a teachers pedagogical artillery in the battle to keep students focussed, interested and learning in the twenty-first century and beyond. Known as eLearning, the Australian National Training Authority (p.3, 2003.) defines eLearning as, “a broader concept [than online learning], encompassing a wide set of applications and processes which use all available electronic media to deliver education and training more flexibly”.
The electronic media and mediums used in eLearning are typically called ICT’s (Information Computer Technolgies). The United Nations, Educational, Scientific and Cultural Organisation (UNESCO) states,” ICT is an all encompassing term that includes the full gamut of electronic tools by means of which we gather, record and store information, and by means of which we exchange and distribute information to others” (p.13, 2010).
Within the realm of Music Education in secondary school (like many other disciplines), eLearning has moved forwards in leaps and bounds within the last decade. ICT’s have helped be the silent educator within topics of the subject where a more one-on-one approach is needed but usually unattainable i.e. Aural training with programs such as Auralia, Music Composition with programs such as Sibelius, performance self evaluation with technologies such as webcam, digital recorders or peer constructive criticism with digital mediums such as Youtube.
Of course, many of the ICT’s as stated above are only effective if correct pedagogy practices and prior knowledge has been taught and implemented beforehand so autonomous working with technological aid can commence. From this, it is also important to note that some ICT’s may be rendered ineffective for certain year levels as the concepts, vocabulary and navigational skills required to use the programs effectively maybe too advanced for that student.
From analysis of different technologies, it can be found that some ICT’s prove not as effective as others within Music Education, however ideas from all ICT’s could be morphed and adapted to almost any situation in Music.
An example of how adapting an ICT for Music Education could be achieved is shown within http://trevorschulze.blogspot.com/. Whereby, an online program such as Google Maps, which is usually used within other disciplines such as Mathematics, Science or Geography, has its functions utilized within a Music History context.
ICT’s have an amazing ability to create multi-disciplinary learning experiences without the students realizing at the time that they are implementing skills taught in other subjects to achieve an outcome in this class. Take for an example the scenario as shown in the paragraph before, where the students use Google Maps. They find the places where composers lived and mapped if they moved countries as well as where instruments were first made too. Within this there is a combination of Maths, History, Science and Music working together for an outcome, not to mention the fact that the student has connected themselves to how they fit into the equation of the world (being able to see how far their house is from where Mozart lived in Austria.
Another example, as outlined on http://trevorschulze.blogspot.com/ is where a technological tool such as a Wiki could be used to organize group information for an up and coming event. Although a shopping list for students in a Music Education setting may sound a tad absurd. When the framework and function of a Wiki is taken an adapted to a setting such as a collaborative composition whereby the class adds ideas to a Wiki, its effectiveness and worth is reinstated.
eLearning with ICT’s create valuable learning experiences for students that in the past could never have been achieved. Within Music for instance (as shown in http://trevorschulze.blogspot.com/) a Glog (Graphic Blog) made with Glogster coupled with a Youtube video creates a technologically enhanced interactive learning experience where students can firstly learning the names and shapes of instruments in a string orchestra, but also watch a video of a string orchestra play. All of which in the past wouldn’t be as interactive or entertaining to young students.
With the advancement of eLearning and using ICT’s in the classroom, the role of a teacher is beginning to change. Resta and Patru (2010) find that teachers have moved from being ‘sages on the stage’ to becoming ‘guides on the side’. The teacher is no longer the all-knowing authority. The new role can perhaps be likened to that of a team coach or the conductor of an orchestra who tries to bring out the best performance in all players.
It is also important to point out that with certain ICT’s safe and ethical guidelines needed to be adhered to as problems such as copyright infringement, exposure to adult-related content or cyber-bullying could take place. All eLearning experiences in Education Queensland schools are to adhere to their Code of Conduct in particular:
2.2.1 Respecting the dignity, right and views of others
2.2.2 Protecting the Students from Harm
5.2.2 Using equipment and consumable resources
5.2.3 Using the departments Internet, Intranet and Electronic Mail
And also Education Queensland’s stance on Copyright which is in accordance with the Commonwealth Copyright Act 1968 found at: http://www.austlii.edu.au/au/legis/cth/consol_act/ca1968133/.
ICT’s for eLearning can be sorted into groups (however some blur the boundaries) according to their functions and abilities. These groups include:
· Online Spaces - Web, Blogs and Wikis
· Images, Video and Audio Tools
· Learning Tools – Powerpoint, Prezi and Glogster
· Animations and Simulations – Open Ended Exploration
Within these groups are numerous applications, software, hardware, files, media and mediums which can be used to aid ePedagogies and Learning Experiences.
In the past few weeks analysis of these ICT groups have found programs which would aid both the learning and teaching of Music Education in an eLearning environment. Below is an overview of the findings of the analyses, with reference to the complete examples and findings found at http://trevorschulze.blogspot.com/.
Online Spaces - Web, Blogs and Wikis
Wiki –
A Wiki is a basic website where numerous linked web pages can be created and edited by many people. The main attribute which sets Wiki’s apart from other websites is its function for any user to be able to quickly edit and save information to the website by the click of a button. Wiki’s have control settings, whereby some pages can be locked and only edited from privileges set by an administrator. Wiki’s are a simple but effective tool for workplaces and group settings where collaboration between users is paramount for an overall cohesive outcome.
A scenario is posted on my blog, where a family could use a Wiki to help write a cohesive shopping list. The scenario uses various functions of a Wiki, including hyperlinks, font editing, privacy settings and editing settings demonstrating the framework of how a teacher could use this device within a specified context to achieve a cohesive response from students. Wiki’s when coupled with scaffolded frameworks create a level of high-order thinking, which involves analysing and evaluating information.
Please refer to the P.M.I of a Wiki found on my blog which shows the advantages of a Wiki. If used in a group correspondence setting, it is easy to see how Wiki’s are far more effective at achieving a cohesive response than other online communication tools such as e-mails.
Images, Video and Audio Tools
Sibelius –
Sibelius 6 is a high quality music notation software which offers the user the ability to create, edit, playback and produce both music scores and high quality audio for any occasion. Within the educational realm, Sibelius 6 provides even the most novice music student the ability to create simple melodies and harmonies which can be played back to them instantaneously by the computer. Teachers also are able to create worksheets and audio files which can target topic areas of a music students learning. The next dimension to Sibelius 6 also includes the ability to add your created files to the internet where others can view and critique your masterpiece from all around the world.
An example of how to set-up a score using Sibelius and how to play back your creation can be found on my blog. The example is only a basic unveiling of Sibelius 6’s capacity as a musical notation software and audio tool, further into my posting on Sibelius 6, can be found a score written with Sibelius as well as a video showing Sibelius 6’s audio playback capabilities.
It is important to note, that Sibelius 6 is very much a discipline specific program targeted at Music creation of a high standard and requires previous knowledge of Music and its theory to render the program effective. If the background knowledge of music theory is in place (or with teacher guidance), students are able to use high order thinking aspects such as creating (when composing), analysing (when playing back) and evaluating (when listening and critiquing others work). My blog also contains an analysis of the program using De Bono’s Thinking Hat method, to review its abilities.
There are many other image, video and audio tools out there, however within the discipline of Music, Sibelius software ranks as one of the highest ICT aids that could be used in the application of score producing, composing, analysing and critiquing.
Learning Tools – Powerpoint, Prezi and Glogster
Glogster –
Glogster is an online networking site which allows users to create and post interactive graphic logs known as Glogs online. Once a Glogster account is created, using Glogster’s online software you can import images, add text, sounds and videos to a page which is then exported to the internet. Your Glog can be found by other’s (if set to public) by using the URL provided when setting up your glog. Glogster allows both students and teachers the ability to create an interactive blog quickly and easily with having to download anything to the computer.
Within an educational setting, Glogster can help aid the learning of new material in a fun and interactive way. A basic example of a Glog can be found on my blog. Aimed at younger students, the Glog uses aesthetically pleasing visual imagery coupled with simplified text and segmented audio clips to teach students about the Instruments in a String Orchestra.
This software has capabilities of connectivism whereby students can explore other Glogs uploaded on the Glogster website to gain information on relevant topics (to even create their own Glog on the topic). Glogster also promotes constructivism, in a way that they can structure their own version and meaning of a topic based upon their exposure to other relevant information on the website and through teacher and peer online review capabilities.
Animations and Simulations – Open Ended Exploration
Google Maps -
Google Maps is an online interactive map which allows the user to zoom from a world view image right down to a house view image using real life photos. Within the abilities of Google Maps, you are able to pin point and draw routes from location to location. Google Maps, even estimates distance for walking or driving routes too. Google Maps shows shops, landmarks, terrain types and even real estate around the world. For both teachers and students, Google maps provide many learning opportunities within many various disciplines; maths, science, geology, geography, history, and the Arts.
As found earlier in my synopsis and exemplified with the scenario shown in my blog on Google Maps, Google Maps is a great eLearning tool which can be implemented when used in the correct context.
SOURCES
1. Australian National Training Authority. (2010.). Definition of key terms used in elearning. Retrieved from: http://pre2005.flexiblelearning.net.au/guides/keyterms100c.pdf.
2. Commonwealth Copyright Act. (1968.). Retrieved from: http://www.austlii.edu.au/au/legis/cth/consol_act/ca1968133/.
3. Education Queensland (2011.). Code of conduct. Retrieved from: http://education.qld.gov.au/corporate/codeofconduct/economy.html#_5.3.3_Using_the_departmental_intern.
4. Glogster. (2011.). Glogster. Retrieved from: www.glogster.com.
5. Google Maps. (2011.). Google Maps. Retrieved from: maps.google.com.
6. Resta, P. and Patru, M. (2010.). Teacher Development in an E-learning Age: A Policy and Planning Guide. Paris: UNESCO.
7. Sibelius (Version 6) [Computer software]. New York, NY: Avid Technology.
8. United Nations, Educational, Scientific and Cultural Organisation (UNESCO).(2010.). ICT transforming education. Retrieved from: unesdoc.unesco.org/images/0018/001892/189216e.pd.
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