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Theory and Practice of Technology-Based Music Instruction$
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Jay Dorfman

Print publication date: 2013

Print ISBN-13: 9780199795581

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780199795581.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 22 September 2021

Teacher Preparation Considerations

Teacher Preparation Considerations

Chapter:
Chapter 9 (p.178) Teacher Preparation Considerations
Source:
Theory and Practice of Technology-Based Music Instruction
Author(s):

Jay Dorfman

Publisher:
Oxford University Press
DOI:10.1093/oso/9780199795581.003.0012

In order to accommodate the growth of technology-based music classes in schools, institutions that educate music teachers–both prior to their service and during–must begin to implement structures for inclusion of TBMI in their curricula. In this chapter, I will examine some of the models of inclusion of TBMI in teacher education. I will do so with the understanding that teacher education in music is a constant work in progress, and that adding TBMI in already crowded curricula is a very difficult task. Students working toward music teacher certification typically take a course focused on the uses of technology. Music teacher education faculty members generally agree that it is necessary for the skills embedded in these classes to be developed. In addition, the accrediting bodies that enable teacher preparation programs to grant licensure credentials suggest inclusion of such a course. Courses in teacher preparation programs frequently address many of the standards delineated in the previous chapter, specifically the types of skills suggested by the TI:ME standards. An emphasis of some of these courses lies in the area of information management and communication. Students are often engaged–though sometimes unnecessarily so–in activities such as database creation and management, email communication, simple website development, and the uses of general education software. This is often the case when pre-service teachers are required to take courses in information technology or education departments of the university other than the music department in which the focus of the courses is general educational technology, devoid of a content area emphasis. Requiring these types of classes denies the existence of the critical intersections built into the TPACK model, which suggests that content, technology, and pedagogy influence each other. Music teacher educators should carefully consider whether such non-specific courses are advantageous for their students; perhaps there are better ways for future music teachers to gain proficiency with technologies that will be more meaningful for them in their careers.

Keywords:   Keynote, MIDI, PowerPoint, Prezi, Sibelius, TPACK, Vermont MIDI project, modeling, professional development

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