Reflection on the last semester for #SCMTME

It would be great if we could take this course as the only course in the semester to have the time to engage and explore so many of the things presented, test more ideas out and become even better #techmasters! But then that wouldn’t reflect the reality of real life either!

Our final lecture summarised many of the different areas that we explored from

• Step sequencers

• Notation software

• Graphics & copyright

• Film and sound recording and editing

• Format of resource tools from text, graphics, audio, interactivity to video

• One to one learning and technology integration in school from none to BYOB (Browser)

• Cognitive load theory

• Technology hype trajectory

• Learn anywhere, how, always on device vs. filter bubble

• Maker Movement with synth lesson & Makey Makey

• More step & circle sequences

• Re-mix culture, mash-up, Ableton, hardware and software options.

All of which you can have a look at my earlier blogs to find more info on.

Through this course I’ve been able to make a variety of technology learning resources and lessons – particularly focused on my Maker Movement project but also other tools. Resources have also been made using my new skills found skills, like discovering the ideas panel & worksheet options in Sbelius, or using new editing and recording skills with Screenflow. I’ve become a convert to Sibelius and saving up for my touch sensitive Seaboard piano! Even my YouTube channel is slowly expanding and each video seems to get a little bit better. Basically this unit has now left me wanting to explore more and also try to absorb this all somehow over the holidays, as it feels like a very fast blur!  I also want to work out a way to stay up to date with changing technology and engaging in twitter and online communities will also help this.

Our final presentation night saw our cohort present an amazing range of technology projects that were all completely different. Representing the vast array of topics and technology covered or even not covered in the course. There was no doubt that everyone had immersed themselves in their chosen project learnt new skills and results beyond what they may have imagined.

Of course most importantly, how do we integrate all of this within the classroom, what is the right balance of technology within education? Can it be a curse or an enabler? Can it encourage a pluralist approach to music with consideration to electronic music evaluation. The balance of technology used will also be influenced by the school philosophy and availability (even with consideration to internet speeds). But most importantly I want the technology to act as an enabler for the musical outcomes, help remove some potential barriers to learning while enhancing learning and always linked to specific musical outcomes.

As music educators incorporating technology within our classrooms, we should also have a role as “media mentors” (Hirschy, 2016, p. 55). We need to make sure we act as exemplars in the way with both engage and use technology for students to develop their “digital media literacy” (Hirschy, 2016, p. 56).  See previous blog also an helping students to navigate the online world.

This will help students learn different ways of engaging with technology and also for it to be used to full potential, broadening their filter bubble (see interesting article on The Conversation on filter bubble on facebook) while also developing critical thinking skills. Opening up minds and possibilities to both ranges of technology and music, for them to then become leaders for the next generation of students and their peers.

Finally for quick reference, here is the link to my blog post that contained all the information, reflection and resources links to my technology project: “The process that outweighed the project, almost!” 

Hirschy, S. T. (2016). Developmentally Appropriate Technology Integration in C. Donohue (Ed.) Family engagement in the digital age: early childhood educators as media mentors. Philadelphia, PA: Taylor and Francis.