Week 1: Incredibox, Padlet, & Technology in the Classroom

Hello! Welcome to my first official post on Sweet Music & Technology Combinations! I am beginning this blog as a link to my first graduate course, Technology Assisted Learning through the University of Florida. I hope those reading this blog may benefit from my discoveries in class and investigate ways technology may be used in individual classrooms.  As musicians we are lifelong learners, each with ideas and viewpoints to share and build upon. With that being said, I welcome all feedback and ideas you my have to be added in the comments on this page so that I may continue to grow as a musician and teacher as well. 

In our reading this week, we learned about the importance of technology in our society today and how it is important to use technology appropriately in the classroom. In order to successfully use these various technology sites in our music classes, we must know our content, our students, and our purpose for utilizing the music technology programs. In Music Learning Today it states, “Technological approaches shouldn’t be used for technology’s sake. They should only be incorporated when there is a clear benefit to learning” (pg10). Without a purpose or direction, students may be enjoying class but may not be utilizing and applying the material they are learning through the technological device beyond the music room. According to Music Learning Today, there are seven areas of concern when combining technology and content; Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Content Knowledge is the instructors understanding of the material being taught (pg 13). Pedagogical Knowledge is understanding how students learn, various assessment methods, and classroom management styles (pg 13). Pedagogical Content Knowledge is the ability to take content knowledge and determine how to teach students that content (pg 14). Technology Knowledge is an understanding of technology needed to teach and learn (pg 14). Technological Content Knowledge is knowing how technology is used within a content area, but also how technology impacts learning (pg 14). Technological Pedagogical Knowledge “is the combination and interaction of technology knowledge and pedagogical knowledge” (pg 15). At the center of these seven areas is Technological Pedagogical Content Knowledge, or TPACK. In order to achieve TPACK as an instructor, the instructor must understand how technology, pedagogy, and content impact and interact with one another. “the effective integration of technology requires teachers to thoughtfully consider how content, pedagogy, and technology work together in a specific teaching and learning context” (pg 15). In order to effectively utilize technology in the music classroom, “music educators must be open to new ideas and ways of doing things,” (pg 17). In order to learn new things, music educators must be open to learning from other musicians, growing through workshops, and continuing their learning through classes. In class this week, we were introduce to several technological sites including incredibox, padlet, blogger, and twitter. As I have experience using blogger and twitter, I will be focusing on my experiences with incredibox and padlet and ways they may be used in the music classroom. 

Our first assignment this week was to investigate and create a remix using www.incredibox.com.This is a fantastic site and I hope you will check it out. On the site, there are four versions to choose from. Upon entering a version, the DJ has the ability to pick up to seven dudes from the multiple options at the bottom of the screen. Each dude will create a different sound, either a steady beat, beat boxing, vocals, or melodic lines. The idea of the site is to mix and match the dudes and the order they sound in to create a unique remix. Each DJ can start and stop the dudes at various times, layering the dudes, creating solo sections, small group sections, and more.  The site allows students to investigate various musical ideas including musical form, steady beat, textures and timbures. The site gives students and teachers the opportunity to discuss composer intent and decisions when creating musical compositions or arrangements. Furthermore, students can be given the opportunity to create their own accompaniments to a song they may be playing on an instrument or singing. Incredibox gives students the opportunity to be creative and develop their own remixes while teaching and reinforcing music concepts in class. As an added bonus, students will get to pick their own DJ name upon recording their remix. Here is a link to my remix that I created during this project: http://www.incredibox.com/mix/5902AE51A4DDA-V4

Padlet.com is another site that may be beneficial to all teachers as it allows students to post, upload videos or pictures or recordings. If students were to record their playing or singing, teachers are able to comment on their work as well as giving other students the option of giving feedback to their peers. Prior to inviting students to critique each other, students will first need to learn how to critique each other properly, as well as the best way to critique one another through writing as it can be difficult to convey the appropriate meaning in writing at times. 

It is extremely important for students to be engaged in their learning to ensure ownership of their learning. Through the use of technology students may develop their creativity and take ownership of their learning. “Through the use of technology, students can also exert more control over how they learn, resulting in instruction that is more student centered” (pg 7). 

Bauer, William I. "Chapter 1: A Conceptual Framework for Technology-Assisted Music Learning." Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music. New York: Oxford UP, 2014. 3-20. Print.