Computational Thinking in Sound

2014 ◽  
Author(s):  
Gena R. Greher ◽  
Jesse M. Heines
Keyword(s):  
Computational Thinking ◽  
Music Educators ◽  
Music Technology ◽  
Student Centered ◽  
Multiple Strategies ◽  
Complex Process ◽  
Hands On ◽  
Music And Technology ◽  
Veteran Educators ◽  
Music Fundamentals

With Computational Thinking in Sound, veteran educators Gena R. Greher and Jesse M. Heines provide the first book ever written for music fundamentals educators that is devoted specifically to music, sound, and technology. Using a student-centered approach that emphasizes project-based experiences, the book provides music educators with multiple strategies to explore, create, and solve problems with music and technology in equal parts. It also provides examples of hands-on activities that encourage students, alone and in groups, to explore the basic principles that underlie today's music technology and freely available multimedia creation tools. Computational Thinking in Sound is an effective tool for educators to introduce students to the complex process of computational thinking in the context of the creative arts through the more accessible medium of music.

Generating Intersections between Music and Technology

2017 ◽  
pp. 654-664
Author(s):  
Matthew Hitchcock
Keyword(s):  
School Curriculum ◽  
Music Educators ◽  
Music Technology ◽  
Music Teacher ◽  
Recording Studio ◽  
Relative Paucity ◽  
Music Making ◽  
Music And Technology ◽  
Copy And Paste

This chapter, drawing on the author’s background as a professional performing musician, recording studio owner, record producer, recording engineer, software programmer, and music teacher in Australia, discusses the dichotomy between the ubiquity of music technology in the music world and technology’s relative paucity in the school curriculum. He goes on to discuss how music educators should remain aware of global music trends, specifically how the democratization of technology has decimated the barriers to making music resulting in greatly expanded opportunities for individuals to create and publish, contrasted however by the prevalence of copy-and-paste music making. Ultimately, the chapter presents a taxonomy (imitation, emulation, inspiration, origination) for understanding how technology can be deployed in musically generative ways.

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

scholarly journals Technology in Music Education in England and across Europe

2017 ◽  
pp. 30-48
Author(s):  
Marina Gall
Keyword(s):  
Music Education ◽  
Secondary Students ◽  
English Education ◽  
Traditional Music ◽  
Music Educators ◽  
Music Technology ◽  
Primary School Children ◽  
Information Communications Technology ◽  
Wide Range ◽  
Technological Developments

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 technology within their own educational contexts.

Why Would We Use Technology in the Elementary Music Classroom?

2020 ◽  
pp. 11-18
Author(s):  
Amy M. Burns
Keyword(s):  
Learning Styles ◽  
Music Educators ◽  
Elementary Music ◽  
Space Technology ◽  
Student Centered ◽  
Music Classroom ◽  
Music Making ◽  
Elementary Music Educators

If the music classroom is meant to be a creative, safe, music-making space, how do educators balance technology in that space? Technology can be used in the simplest teacher-directed ways, as well as in a more student-centered “doing music” environment, depending on how the teacher wants to utilize it and how the students respond to it. Using approaches like Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, and Redefinition) model and Liz Kolb’s Triple E (Engage, Enhance, Extend) Framework can help elementary music educators realize how much technology they want to use and when it would be the best tool for the students’ learning styles.

Developing strategies for delivering music technology in secondary PGCE courses

1999 ◽  
Vol 16 (2) ◽  
pp. 197-213 ◽  
Author(s):  
Maria Busen-Smith
Keyword(s):  
Music Educators ◽  
Student Evaluations ◽  
Music Technology ◽  
University Student ◽  
Post Graduate ◽  
Secondary Music ◽  
Graduate Certificate ◽  
Partner Schools ◽  
Developing Strategies

For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.

scholarly journals Microplastics in the Environment: Raising Awareness in Primary Education

2020 ◽  
Vol 82 (7) ◽  
pp. 478-487
Author(s):  
Patricia Raab ◽  
Franz X. Bogner
Keyword(s):  
Everyday Life ◽  
Aquatic Ecosystems ◽  
Essential Element ◽  
Purchase Decisions ◽  
Marine Animals ◽  
Student Centered ◽  
Environmental Threat ◽  
Raising Awareness ◽  
Hands On ◽  
Hands On Learning

Microplastic pollution is an environmental threat with substantial effects on ecosystems. Persistence and ubiquity are the central causes of the problems microplastics generate, especially throughout water-based food webs. To limit microplastic pollution, accountability of individuals is needed, which requires reliable information for an individual to act accordingly. Knowledge about sources, contamination, fate, and effects of microplastic in the environment may be an essential element in enhancing students' motivation and sense of responsibility. Our module “Plastic Detectives – The Search for Plastic” offers consciousness-raising tasks that involve students in hands-on learning activities. Within student-centered activities, different tasks on sources in everyday life, sinks in aquatic ecosystems, effects on marine animals, and prevention strategies for microplastics are in focus. With an appropriate overview, students may be sufficiently enabled to ponder their purchase decisions and potentially limit microplastic pollution in everyday life.

scholarly journals PopBots: Designing an Artificial Intelligence Curriculum for Early Childhood Education

2019 ◽  
Vol 33 ◽  
pp. 9729-9736 ◽  
Author(s):  
Randi Williams ◽  
Hae Won Park ◽  
Lauren Oh ◽  
Cynthia Breazeal
Keyword(s):  
Artificial Intelligence ◽  
Young Children ◽  
Computational Thinking ◽  
Social Robot ◽  
Kindergarten Children ◽  
Learning Needs ◽  
Teaching Approaches ◽  
Childhood Education ◽  
Hands On ◽  
Specific Learning

PopBots is a hands-on toolkit and curriculum designed to help young children learn about artificial intelligence (AI) by building, programming, training, and interacting with a social robot. Today’s children encounter AI in the forms of smart toys and computationally curated educational and entertainment content. However, children have not yet been empowered to understand or create with this technology. Existing computational thinking platforms have made ideas like sequencing and conditionals accessible to young learners. Going beyond this, we seek to make AI concepts accessible. We designed PopBots to address the specific learning needs of children ages four to seven by adapting constructionist ideas into an AI curriculum. This paper describes how we designed the curriculum and evaluated its effectiveness with 80 Pre-K and Kindergarten children. We found that the use of a social robot as a learning companion and programmable artifact was effective in helping young children grasp AI concepts. We also identified teaching approaches that had the greatest impact on student’s learning. Based on these, we make recommendations for future modules and iterations for the PopBots platform.

Book Reviews

2016 ◽  
Vol 9 (3) ◽  
pp. 329-336
Author(s):  
Jack Harbord ◽  
Malachi Apudo-Achola
Keyword(s):  
Popular Culture ◽  
Computational Thinking ◽  
Art And Science ◽  
Oxford University ◽  
Music And Technology ◽  
Oxford University Press

Sound as Popular Culture: A Research Companion, Jens Gerrit Papenburg and Holger Schulze (2016)Cambridge: The MIT Press, 448 pp.,ISBN: 978-0-262-03390-9, h/bk, £31.95Computational Thinking in Sound: Teaching the Art and Science of Music and Technology, Gena R. Greher and Jesse M. Heines (2014)Oxford: Oxford University Press, 232 pp.,ISBN: 978-0-1998-2619-3, Paperback, £23.49

Learner Engagement and Technology Integration

2017 ◽  
pp. 594-600
Author(s):  
Michael Medvinsky
Keyword(s):  
Technology Integration ◽  
Music Educators ◽  
Music Technology ◽  
Content Area ◽  
Methods Courses ◽  
Learner Engagement ◽  
Learning With Technology ◽  
Ways Of Being

If music educators use technology to do old things in new ways, they are still doing old things. Music is constantly evolving with technological advancements. Technology can be used in many different ways in music classes. Technology best serves music educators when they reimagine musicianship and design opportunities to explore nontraditional ways of being a musician. This should begin with the teacher’s preservice experiences. Music educators need a rich understanding of their content area so that technology becomes a support for authentic musical processes, as opposed to being an add-on. The integration of music technology must be contextualized within methods courses in order for music educators to feel comfortable enough with the technology itself that it becomes transparent to the musical experiences. Technology will never replace a great educator, but a great educator who understands the possibilities of supporting learning with technology will replace a great educator who does not.

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