Applicability of Digital Learning Strategy “Start Playing the Guitar!” in Solfeg.io Music Education App

2021 ◽  
Vol 12 (3) ◽  
pp. 68-78
Author(s):  
Lauma Kazaka ◽  
Ilze Vilde
Keyword(s):  
Music Education ◽  
Qualitative Data ◽  
Learning Strategy ◽  
Digital Learning ◽  
Learning Tools ◽  
Digital Education ◽  
Music Classroom ◽  
Technical Requirements ◽  
Use Of Technology ◽  
Study Process

The digitalisation of the music classroom has accelerated the development of learning tools that correspond to the mindset and lifestyle of digital generation. Current pedagogical approaches emphasize a diverse and multifunctional use of technology to study music theory, learn to play instruments, and create music on and offline. Solfeg.io music education app is designed according to principles of smart pedagogy that include criteria for a meaningful use of technology in the study process. The app has been developed to meet didactic, cognitive, socioemotional, and technical requirements that create a customizable, user-oriented experience in a pedagogically justified study environment. The digital learning strategy “Start playing the guitar!” (DLS) is designed for students without prior knowledge of playing the guitar. The purpose of the paper is to study applicability of DLS in learning the basics of playing the guitar. The paper contains an analysis of theoretical literature on a technology-enhanced pedagogical process, including the ideas of smart pedagogy and the basic didactic principles for developing digital education tools. The empirical study on the use of DLS includes pedagogical observation, respondent surveys, and analysis and interpretation of the obtained qualitative data.

The Promise and Pitfalls of the Digital Studio

2017 ◽  
pp. 232-240
Author(s):  
Ethan Hein
Keyword(s):  
Young People ◽  
Music Education ◽  
Informal Learning ◽  
Ad Hoc ◽  
Group Activity ◽  
Educational Settings ◽  
Music Classroom ◽  
Use Of Technology ◽  
School Music ◽  
Imaginative Play

Whether or not we make the best use of technology in the music classroom, young people will continue to find unexpected uses for it elsewhere. There is no historical precedent for the informal learning possibilities afforded by inexpensive and ubiquitous computers. Are young music learners best left to their own devices, literally and figuratively? Or can we structure a classroom around these devices, combining independent play with guided group activity? Will formal educational settings always compromise or even negate young people’s autonomy and independence? Perhaps if we think of the music room as a maker space rather than a classroom, we can admit some of the imaginative play and authentic expressiveness that students find outside school. Music education will happen wherever people gather together, using whatever materials are at hand. A school is necessarily an ad hoc society; ideally, it can be a genuine artistic community as well.

scholarly journals Bridging skill gaps and creating future ready accounting and finance graduates: an exploratory study

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 892
Author(s):  
Saravanan Muthaiyah ◽  
Karen Phang ◽  
Sanjaya Sembakutti
Keyword(s):  
Digital Content ◽  
Digital Learning ◽  
Learning Tools ◽  
Digital Inclusion ◽  
Think Tank ◽  
Course Structure ◽  
Blockchain Technology ◽  
Use Of Technology ◽  
Skill Gaps ◽  
Peer To Peer Systems

Background: Changing trends in the use of technology have become an impelling force to be reckoned with for the accounting and finance profession. The curriculum offered in higher learning institutions must be quickly revamped so that students who complete a bachelor’s degree are digitally competent upon graduation. With US$55.3 billion invested in FinTech in 2019 alone and more than 72% of accounting jobs being automated, graduates must be trained on digital skills to be future proof. Accounting and finance graduates must be made competent in skills that are related to digital content such as blockchain technology, information assets and autonomous peer to peer systems, to name a few. Methods: We used a three-phase approach: 1) careful mapping of digital topics taught within the course structure offered at these institutions; 2) review of current best practices and digital learning tools for digital inclusion which was ascertained from literature; and 3) 80 experts in a think tank group were interviewed on antecedents, awareness and problems in relation to digital inclusion within the curriculum to validate our research objective. Results: Eleven key tools for inclusion in the curriculum were discussed with experts and then mapped to current curriculum offered at institutions. We discovered that less than 5% of these were being taught. In total, 78% of experts agreed that digital content is inevitable, 90% agreed that digital inclusion based on tools that were discussed will yield great benefits for students, and lastly 75% agreed that giving digital exposure to students must be standard practice. Conclusions: The response from experts confirms that digital inclusion is imperative, but instructors themselves lacked the know-how of emerging technologies. Only the curriculum of institutions with approved bachelor’s programs were included in this research. In our future work we hope to include all institutions and professional bodies as well.

Technology in the Music Classroom—Navigating through a Dense Forest The Case of Greece

2017 ◽  
pp. 104-120
Author(s):  
Smaragda Chrysostomu
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Music Teacher ◽  
Music Classroom ◽  
Use Of Technology ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Technology Applications

Our world today is dominated by ICT, and “digital literacy” skills are considered vital for educating the citizen of the future. In music and music education the use of technology has had a profound impact, offering freedom and opening new paths for creativity and musical explorations. But teachers are still reluctant and in most cases unprepared to bring into the classroom skills and technology applications that students are familiar with outside school that could revolutionize music teaching and learning. Greece, in much the same way as countries around the world, in the middle of a crippling economic crisis, is debating the extent and the quality of ICT integration in education. A number of initiatives and projects utilizing technology are available for primary and secondary music education, but in the end, as is evident from this snapshot, it depends on the music teacher to take advantage of technology’s transformative powers.

scholarly journals TECHNOLOGY IN TEACHING AND LEARNING

2019 ◽  
Vol 7 (4) ◽  
pp. 414-422
Author(s):  
ABHIPRIYA ROY
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Technologies ◽  
Language Games ◽  
Technology In Education ◽  
Digital Learning ◽  
Learning Tools ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Teaching Learning

Christian Louis Lange once said, "Technology is a useful servant but a dangerous master." The effective use of technology in education has changed the face of education and it has created more educational opportunities. Both teachers and students have benefited from various educational technologies, teachers have learned how to integrate technology in their classrooms and students are getting more interested in learning with technology.The use of technology in education has removed educational boundaries, both students and teachers have collaborated in real time using advanced educational technologies. However we need to make sure that technology is used by teachers only to facilitate the learning process, not to replace the teachers. Extensive use of technology acts as an impediment to the systemized to the teaching-learning process.   Recent advancements in educational technologies have yielded positive results in our education sector. New educational technology supports both the teaching and learning processes. Technology has digitized classrooms through digital learning tools like computers, ipads, smartphones, smart digital whiteboards. It has expanded course offerings, and has increased student's engagement and motivation towards learning.  This paper deals with the problems faced by teachers while teaching English in the traditional methods. It propounds five new language games to teach syntax structures to the learners by incorporating technology. Keywords: impediment, integrate, syntax structures

scholarly journals An Analysis of Digital Education in Canada in 2017-2019

2021 ◽  
Vol 22 (2) ◽  
pp. 102-117
Author(s):  
Dr. George Veletsianos ◽  
Dr. Charlene A. VanLeeuwen ◽  
Olga Belikov ◽  
Dr. Nicole Johnson
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Annual Reports ◽  
Research Association ◽  
Digital Learning ◽  
Systematic Analysis ◽  
Digital Education ◽  
Wide Range ◽  
Changes Over Time ◽  
Shed Light

Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surveys of higher education institutions (2017-2019), collecting data on the digital education landscape and publishing annual reports of its results. Previous analyses of the data have used quantitative approaches. However, the surveys also collected responses to open-ended questions. In this study, we report a systematic analysis of qualitative data exploring the digital education landscape in Canada and its changes over time. Findings shed light on the growth of digital education, the situated and multidimensional nature of digital education, the adoption of openness, quality, and rigour, and the development of alternative credentials.

Pengembangan perangkat pembelajaran dengan menggunakan pendekatan keterampilan proses untuk meningkatkan hasil belajar mata pelajaran التربية الجسمية bagi siswa kelas XI IPA MAN I Kota Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Sudar Kajin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Bone Structure ◽  
The Body ◽  
Process Skills ◽  
Hormonal Changes ◽  
Learning Tools ◽  
Body Structure ◽  
Use Of Resources ◽  
The Look

Growth and development of the child have the nature of a thorough and intertwined relationships between components (health, nutrition, and environment). In general, child development can be grouped into three areas, namely cognitive, affective, and psychomotor, whereas biological growth which includes a change in the body structure. Body structure regarding the changes in bone structure, especially the long bones that have an impact on changes in body size, whereas changes in bodily functions is a result of hormonal changes that affect the physiological function .. The purpose of this development are: 1) Describe the product feasibility study التربية الجسمية for grade XI IPA at MAN I Mojokerto 2) Describe the development of learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto From the results of this development can be concluded: 1) results of expert validation and testing, the model approach process skills is fit for use for subjects of Physical Education, Sport and Health, because the products developed are not revised by experts but from the results of questionnaire of students stated that require revision are: (a) Improve the look model or change the learning strategy, and (b) improve the use of resources in implementing the model. 2) Product development learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto. From the class of the test increased learning completeness of Pre and Post Tests Tests are respectively 77.78% increase to 91.67%.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

East meets West: Investigating the state of DJing culture and turntablism pedagogy in China

2021 ◽  
pp. 025576142199081
Author(s):  
Rhythy Quin
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Music Performance ◽  
Independent Learning ◽  
Performance Practices ◽  
Political Values ◽  
Music Classroom ◽  
Music Practice ◽  
Chinese Music ◽  
Self Discovery

In the West, the music practice of turntablism continues to gain traction and awareness both inside and outside of the music classroom, as DJing becomes more prevalent in mainstream music culture. This qualitative study investigates the extent and type of turntablism pedagogy in China, a country with different cultural and political values where traditional Chinese music remains the centre of Chinese music education. Twelve DJs from cities across China took part in a series of in-depth interviews. They were asked to recall their experiences learning how to DJ in China, as well as their opinions of turntablism’s inclusion in music education. Findings showed that participants preferred independent learning methods. In particular, participants significantly depended on Chinese social media applications to learn about turntablism and develop a national DJing culture. An absence of turntablism and popular music pedagogy in Chinese music education was the main reason for participants’ self-discovery and learning of turntablism. Findings also revealed a cultural disconnect between the younger generation engrossed in DJing versus the older generation’s fixation on traditional Chinese music to uphold nationalism and patriotism in society. This study examines an ongoing struggle regarding the extent to which popular music performance practices can be accommodated to work with the political aims of Chinese music education.

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