![]() ![]() It can include software applications that operate fully over the Internet, with specific training or supplemental instruction that teachers can customize and post for interactive participation.Īfter seeing the power of the Internet, Steven Chetcuti of Somers, New York created lesson materials for his performance groups on the Web. Web-based, educational technology, which I define as organized instructional, interactive opportunities that students can access online, provides the answer. They need interactive instruction geared to their training needs. The Internet offers a wide range of resources, but students need more than resources to grow. To see where your state stands towards incorporating or adapting national music standards, go to If our students could be engaged in music technology outside the classroom, who knows what heights of achievement and accomplishment could be realized through our instruction? We need to direct students with connected, organized opportunities outside of the classroom and overcome the obstacles of budget, commitment, retraining and time. Music technology can certainly make a difference in raising the bar on teaching and assessing national standards. Yet national teaching standards are the very framework of improving teaching, and the capability of assessing those standards involves even more time and effort. Only 21 states have adopted MENC’s nine standards, while 29 states have adapted only a few of them. Many music educators have lingered in incorporating the latest music education technology, even though we are well into the first decade of the 21st century. No matter how many resources the Internet offers, students need direction with the systematic instruction that only good music teachers and software can provide. But unless students have access to music technology outside the classroom, especially at home, their chances for success will be restricted. We can and should trust them to run with whatever we offer them, without limiting them to our stride. But we are working with a unique generation of students who are often already ahead of us on this learning curve in fact, they are chomping at the bit. Individual involvement is the very essence of this technology, and these types of applications put students in the driver’s seat, rather than in the back seat.Īs I peruse the music technology scene, I sense that the inherent learning curve is the obstacle preventing many of us from implementing sophisticated new teaching tools. But music educators must wake up to the vast potential of Web-based instruction, which can reach and teach students outside the classroom. The demands and details of music performance accomplishments are never ending. Yes, rehearsal time is precious and limited. But computers and the Internet are revolutionizing education far beyond the confines of the classroom. Many of us still embrace the values of music education from its historical past, while overlooking the benefits of modern technological tools. And even among this progressive one-third, few are reaching out beyond the classroom. Only a third of music educators are using technology with students. ![]() While technology is significantly impacting much of today’s education scene, it doesn’t seem to have an equal presence in music classes. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |