Theory and Practice of Technology-Based Music Instruction

Abstract

Based on educational theory and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. The book also addresses issues of accountability and standards; recommendations for professional development; and the future of the field, embodied in emerging technologies, alternative ensembles, and social issues. It will be a key volume for teachers implementing new curricular offerings and for music teacher educators as a foundation for teaching with technology beyond a focus on software and hardware.

The Well-being and Instructional Experiences of K-12 Music Educators: Starting a New School Year During a Pandemic

“…For many years, music education leaders have called for a more comprehensive curriculum that included the development of varied musical knowledge and skills (e.g., O'Toole, 2003;Isbell and Stanley, 2018;Webster, 2018), and engagement with diverse genres and styles of music (e.g., Choate, 1968;Powell et al, 2019;Wade and Campbell, 2021). There have also been advocates for the use of technology in music teaching and learning (e.g., Richmond, 2005;Dorfman, 2013;Bauer, 2020). In some cases, the conditions imposed on music teachers and their students provided the impetus for, and in the case of technology an absolute necessity, exploration of these ideas.…”

Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

“…This is why some teachers are endeavoring to feature them in their practical teaching activities; certainly not all teachers do so, however, neither are the desired results always obtained (Tapia Cortes, 2020). Apart from such teaching efforts on an individual level, public administration institutions have been encouraging teachers for several decades to incorporate digital technology into their daily teaching activities, even providing financing for technological equipment, and for teacher training in certain cases (Dorfman, 2013(Dorfman, , 2015(Dorfman, , 2016. Despite the notable increase in infrastructures, digital equipment, and teacher training that drive technological implementation in educational institutions (Gómez, 2016), optimal results have not yet been achieved (Guerrero, 2014).…”

Building 21st Century Skills Through Technology in General Music Classes

“…Instead of having students work on reading and writing staff notation, teachers can provide students with opportunities to express themselves through sound. These teachers may also create technology-focused courses apart from other curricular structures (Dorfman, 2013). Music teachers should consider the role of technology when it is used in general music classes.…”