scholarly journals Technology in the Lives and Schools of Adolescents

2012 ◽  
pp. 528-548 ◽  
Author(s):  
S. Alex Ruthmann ◽  
Steven C. Dillon
Keyword(s):  
Decision Making ◽  
Community Of Practice ◽  
Music Educators ◽  
Student Agency ◽  
Relational Pedagogy ◽  
Honor Student ◽  
Music And Technology ◽  
Curricular Decision Making ◽  
Ways Of Being

This article advocates a pedagogy wherein relationships form the basis for developing curricular and pedagogical ways of being with students. A relational pedagogy begins by considering these broad questions: Where are music and technology in the teacher and students' lives? Where do adolescents make meaning through music and technology? How can teachers develop a community of practice with their students through music and technology? It is argued that relationships should be placed at the center of pedagogical and curricular decision-making. Through this approach, music educators are better equipped to make space for and honor student agency and learning by harnessing the ways adolescents intuitively engage with music and technology.

Promoting Problem-Posing Explorations

2004 ◽  
Vol 11 (4) ◽  
pp. 180-186
Author(s):  
Phyllis Whitin
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Fourth Grade ◽  
Problem Posing ◽  
Geometric Problem ◽  
Good Opportunity ◽  
Limited Experience ◽  
Fixed Area ◽  
Curricular Decision Making

My fourth-grade class had just completed an exploration of pentominoes (polygonal shapes with an area of five square units). Finding all twelve shapes gives children valuable geometric problem-solving practice by highlighting transformations (flips, slides, and turns) and congruence (shapes can be differently oriented, yet congruent). Before moving on to another lesson, I realized that the students might use the same twelve shapes to examine perimeter and area. Eleven of the shapes have a perimeter of twelve units. Only one shape yields a different perimeter, ten units (see fig. 1). The children had limited experience with perimeter and area; I doubted that they understood that shapes with a fixed area could have perimeters of different lengths. Because they were so familiar with the pentominoes, I felt that this material would give them a good opportunity to address these concepts in more detail. Although I did expect them to calculate the perimeters and areas of the twelve shapes, I did not foresee that the children's follow-up discussion would open an opportunity for problem-posing explorations. This article describes my evolving curricular decision making, the children's investigations, and what I learned from this unanticipated experience.

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.

Curricular decision making in the 1st year of medical education: What can it tell us?

1997 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Dorothy H. Evensen (Deegan) ◽  
Jill D. Salisbury ◽  
Bonnie J. F. Meyer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Curricular Decision Making

Curricular decision-making among public sex educators

Sex Education ◽  
2014 ◽  
Vol 14 (6) ◽  
pp. 623-634 ◽  
Author(s):  
Melissa L. Carrion ◽  
Robin E. Jensen
Keyword(s):  
Decision Making ◽  
Public Sex ◽  
Curricular Decision Making

scholarly journals Editorial: The power of collaboration

2021 ◽  
Vol 11 (2) ◽  
pp. 1-2
Author(s):  
Kate Sanders ◽  
◽  
Caroline Dickson ◽  
Keyword(s):  
Community Of Practice ◽  
International Community ◽  
Central Theme ◽  
Key Stakeholders ◽  
Strategic Leaders ◽  
Learning From Others ◽  
Ways Of Being ◽  
Practice Development

Since Covid-19 appeared almost two years ago, strategic leaders and academics have offered their wisdom to leaders ‘in the field’ in terms of what worked for them during previous crises. Learning from others’ experiences may be helpful, but the unprecedented nature of the context in which we are living and working has called for innovation, creativity and collaboration, to ‘work things out’. A theme of positivity runs through literature, encouraging leaders to foster hope through being available, listening, responding and showing compassion at a time when there seemed little reason to be positive. Over the difficult period of the pandemic, though, there have been so many stories of close collaborations, person-centred ways of being, helpfulness and kindness, and collaboration is a central theme in this issue of the IPDJ. Over recent months, we have reviewed and refined the aim and scope of the journal, alongside our key stakeholders at the Foundation of Nursing Studies, the International Practice Development Collaborative (IPDC) and the Person-centred Practice International Community of Practice (PCP-ICoP).

The Oxford Handbook of Social Justice in Music Education

2015 ◽  
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Music Educators ◽  
Pedagogical Practices ◽  
Refugee Camps ◽  
Student Agency ◽  
Music Learning ◽  
Cultural Perspectives ◽  
Starting Point ◽  
Comprehensive Survey

This handbook seeks to present a wide-ranging and comprehensive survey of social justice in music education. Contributors from around the world interrogate the complex, multidimensional, and often contested nature of social justice and music education from a variety of philosophical, political, social, and cultural perspectives. Although many chapters take as their starting point an analysis of how dominant political, educational, and musical ideologies serve to construct and sustain inequities and undemocratic practices, authors also identify practices that seek to promote socially just pedagogy and approaches to music education. These range from those taking place in formal and informal music education contexts, including schools and community settings, to music projects undertaken in sites of repression and conflict, such as prisons, refugee camps, and areas of acute social disadvantage or political oppression. In a volume of this scope, there are inevitably many recurring themes. However, common to many of those music education practices that seek to create more democratic and equitable spaces for musical learning is a belief in the centrality of student agency and a commitment to the too-often silenced voice of the learner. To that end, this Handbook challenges music educators to reflect critically on their own beliefs and pedagogical practices so that they may contribute more effectively to the creation and maintenance of music learning environs and programs in which matters of access and equity are continually brought to the fore.

Imagination Practices and Community-Based Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 213-223
Author(s):  
Simone Weil Davis
Keyword(s):  
Decision Making ◽  
Service Learning ◽  
Institutional Logics ◽  
Community Members ◽  
Community Based ◽  
Learning Practices ◽  
The World ◽  
Community Based Learning ◽  
Ways Of Being ◽  
Learning Projects

Informed by my experiences in prison/university co-learning projects, this essay centres two community-based learning practices worth cultivating. First, what can happen when all participants truly prioritize what it means to build community as they address their shared project, co-discovering new ways of being and doing together, listening receptively and speaking authentically? How can project facilitators step beyond prescribed roles embedded in the charity paradigm of service-learning to invite and support egalitarian community and equity-driven decision-making from a project’s inception and development, through its unfolding and its assessment? Second, the sheer fact of a project taking place in the marginal place between two contexts gives all participants—students, faculty, community participants and hosts—the opportunity for meta-reflection on the institutional logics that construct and constrain our perspectives so acutely. What can we do, by way of project-conception and pedagogy, to open up those insights? The vantage that “the space between” provides can bring fresh understanding of the systemic forces at work in the lives of the community participants. And the university’s assumptions about itself and its place in the world can also suddenly appear strange and new, objects of scrutiny for students and community members both.

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.

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