Today I will be commenting on this article regarding the use of technology in the music teacher’s classroom. I believe this is a very well-written article with one thesis, one way of practical application, and the author’s support of said application. The bottom line: “The best rule of thumb about technology is that it is only relevant to you if it helps you educate.”
I support this statement for two reasons. One, I have been a student in a music class that applied this. Two, encapsulated in this rule is the idea of good stewardship of one’s resources. Why overspend for that which will not pay for itself many times over?
The music class in which I experienced good use of technology was my solfeggio c
lass with Dr. Browne. He used a textbook, handouts he drew up himself, the piano, the chalkboard, and a computer program (Practica Musica) for homework purposes. The computer program was an “outdated” version with exercises for recognizing intervals, chords, etc. However, the program worked because musical intervals and chords and the like have been established as core solfeggio for centuries. Though Practica Musica wasn’t the latest solfeggio softward, it still got the job done.
Now on to point two. As a future music-educator, I realize that I may not have a good budget to work with wherever I teach. I am also wary of the popular idea of throwing money at an educational problem, in hopes that technology will cause intrinsic motivation to learn for knowledge’s sake. The question posed before me is, “how can I most economically teach and still have an excellent music program?” This article that I’ve been commenting on helps me to realize that old-fashioned efficiency is still possible in the real world of music education.
Before I wreak havoc, allow me to state that I am not knocking technology. That would be obvious hypocrisy, for even a pencil can be termed as technology. If a teacher has the financial means to wisely purchase “the latest” (or even an updated version) tech to improve upon the existing curriculum, then by all means utilize it.
Tara Sansom has similar thoughts: “Our generation is generally very ‘technological savvy.’ However, most of our parents, or student’s parents, are not at the same ‘technological caliber’ per say. There is an evident technological divide that must be addressed and considered…I agree that introducing technology to a classroom or parent group should be done in moderation and step by step. Start with an e-mail list… Parental involvement is vital to any area of a students education and life. The more teacher-parent interaction, the more involvement and at least understanding of what is going on will take place.”
The key factor for a busy music teacher is whether or not the curriculum is practical, and that applies to financial means, student and teacher understanding, and parental involvement. The test for this idea is to try it in the classroom. As long as students have the mind, will, and talent to learn, knowledge of a discipline is sure to be harvested.
