Musical Assessment and Professional Productivity with Technology

Music educators use various forms of assessment to monitor the progress of their students to report to parents and administrators. Assessment should measure students learning across a range of standards representative of quality, balanced music curriculum, including responding to, creating and performing music. Technology has made this task easier to accomplish with different apps and sites that allow students to test and the teacher able to evaluate in a more timely fashion.

http://www.nafme.org/about/position-statements/assessment-in-music-education-position-statement/assessment-in-music-education/

  Flubaroo is a free tool that helps you quickly grade multiple choice and fill in the blank questions. It allows the teacher to compute average assignment scores, flags low scores, gives option to email students grade and answer key and allows teacher to give individulized feedback.

 This week in Technology assisted music learning, using technology to accomplish assessment was discussed and professional productivity as well. Using google sites and forms was the main way to accomplish these different tasks. They become important to keep parents and students informed about the same information without using a lot paper making it cost effective as well.

Finally an ePortfolio, which is an electronic collection of evidence that shows your learning journey over time. The portfolio can advance learning by providing students and faculty with a way to organize, archive and display pieces of work. Electronic portfolios are becoming a popular alternative to traditional paper-based portfolios because they offer instructors and peers the opportunity to review, communicate and assess portfolios in an asynchronous manner.

http://academic.regis.edu/laap/eportfolio/basics_what.htm

Instructional Design and Technology

Instructional design are methods created to transfer information from the teacher to the intended student or student body. It involves analysis of the needs of the learners, the development of a system to meet those needs and the goals intended. When any technological hardware or software becomes a part of the design to support learning it is then referred to as instructional technology but still a part of instructional design.

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm

This week in Technology Assisted Music Learning a top 5 list of information from the reading was created. The information was to be something new that I have learned from the reading or something I knew of prior but learned information about it that I did not before.

My list included:

Ø  Instructional Logistics

Ø  Creative Commons

Ø  Project-Based Learning

Ø  Backward Design

Ø  Copyright

Creative commons and Project-Based Learning were the two concepts that are new to me but I feel that they may quite useful for my teaching experiences.

 

This information can be found:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music.                New York, NY: Oxford University Press.

 

www.oup.com/us/musiclearningtoday.

 

The next project is to create a WebQuest. It allows one to create an activity where learners interact with information that is from resources on the internet to complete the activity. The concept was originally developed by Bernie Dodge and Tom March in the mid-1990s.

 

This teacher constructed website is designed with a specific six-part structure that includes:

 

1.      Introduction

2.      Task

3.      Process

4.      Resources

5.      Evaluation

6.      Conclusion.

 

 

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music.                New York, NY: Oxford University Press.

 

 

 

Responding to Music with Technology

In this highly technological world it is becoming more important every day to stay ass up to date as possible with the technology associated with your professional field. The more skilled an individual becomes in technology related to his or her field the easier things can be accomplished. This is no different in the music education field. This is true in every aspect from creating, rehearsing and even performing the music that is being taught.

 

 

Software Evaluation

This week in Technology Assisted Music Learning the focus was mainly about using technology to respond to music. A program was to be arbitrarily selected, reviewed and evaluated based on 6 criteria read about in the text.

Ø  Citation and General Information

Ø  Teacher Support

Ø  Instructional Content

Ø  Instructional Design and Pedagogical Soundness     

Ø  Record Keeping

Ø  Overall Evaluation.

This information can be found:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and                    responding to music. New York, NY: Oxford University Press.

www.oup.com/us/musiclearningtoday.

 

 

Social Bookmarking Project

Social bookmarking is a very organized and time saving method to look up music education resources that may useful for teaching purposes. As I completed this assignment I found web resources that will definitely be useful for my instructional and motivational purposes; especially for encouraging efficient practicing. The software to make the social aspect of bookmarking is Diigo. Here you can learn more about Diigo and sign up for an account:

https://www.diigo.com/sign-up

 

 

 

Zaption

Zaption was used mainly for a listening exercise that would have students more interactive with than just listening. I do feel in the future I can use for other purposes than just lecturing to students on different topics. Topics like the history of the steel pan or how the pan is made. This is where you can get started with Zaption: http://www.zaption.com/tours