Working towards a theory for music technologies in the classroom: how pupils engage with and organise sounds with new technologies (original) (raw)
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THE ROLE OF ICT ON THE TEACHING AND LEARNING OF MUSIC AT THE SECONDARY SCHOOL LEVEL
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Oxford Handbooks Online
In this chapter, adopting an autobiographical perspective, I reflect upon the use of music technology within English school classrooms during the last 50 years. The chapter illustrates that this has become so important—particularly for creative work—that formal music technology examination syllabi for older students now exist alongside courses that focus on “traditional” music skills. The chapter also discusses the less positive position of information communications technology within the music curricula for primary school children and secondary students aged 11–14, and offers thoughts on the future of music technology within the English education system. As a backdrop to the discussion the chapter presents a short reflection on music technological developments in society during the twentieth and twenty-first centuries. The chapter also includes the perspectives of music educators from a wide range of European countries, during the period 2008–2011, on the position of music technolo...
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Technology’s place in music education is largely related to how it is socially constituted. Despite how technology enables intersections of and blurred boundaries between ways of being musical, it is often situated in terms of hard boundaries and compartmentalized notions of musical engagement. Furthermore, music education often situates technology as tools without necessarily considering related social, cultural or musical contexts. This chapter addresses how philosophical, pedagogical, and curricular perspectives play a key role in the types and degree of change that occur in relation to technology and music education. To forward related praxis, I propose that music educators re-conceptualize curriculum and re-situate technology to address social and cultural issues explicitly. I invite music educators to consider the potential of digitally mediated musical engagement within the contexts of curriculum as experience and as social reconstruction. The chapter considers how such change might occur and conceptual frameworks that might help in forwarding such work.
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2006
This paper reports findings from the Economic and Social Research Council (ESRC) funded research project InterActive Education, which focused on the ways in which new technologies can improve teaching and learning in educational settings. i The research design included five strands each of which considered Information and Communication Technology (ICT) in relation to a specific aspect: (i) teaching and learning, (ii) policy and management, (iii) subject cultures, (iv) professional development, and (v) learners' out-of-school uses of technology. Research from all strands combines to build a complex picture of ICT in education.