Mapping the ICT Landscape

In reading the ISTE Standards for teachers (International Society for Technology in Education) I was struck by the first standard, “Facilitate and Inspire Student Learning and Creativity”. I learned that teachers are supposed to use their knowledge of technology and subject matter to aid students in having experiences that inspire their own creativity. I feel this is important because the use of technology in the classroom can be incredibly inspiring to students or it can destroy them. If students are not shown how to properly use a technology, they can become frustrated and disillusioned with that technology. It creates a barrier to learning and will cause a distrust between students and teachers. If on the other hand, a teacher is able to show students how to use a particular technology in a way that makes it interesting and inspiring, students will be more interested in using the technology in other projects, they will become more creative with their work and will likely continue to find new and innovative uses for that technology.

For example, in class we were asked to create a quick video that could be used in teaching such as a public service announcement. We got into small groups and my group decided to go into the cafeteria to show different types of food. We used an iPhone and took video of us talking about food and showing the different healthy options that were available. After we had completed our task we edited the video using iMovie. For some reason, iMovie was not working for me on my computer and I became incredibly frustrated with the technology. (Which is why I am only writing about this project NOW.) I gave up on the idea of using that technology as a result of becoming frustrated with it. I am lucky however that I have a fiancé who is a computer software developer and he encouraged me to get familiar with iMovie. I have since used it to create other video projects and appreciate it’s purpose. I am glad that though my first experience with video was not a good one, I was given other chances by my professor to use this technology because it is good and does inspire creativity. All this to say, teachers need to ensure that they facilitate these creative projects and give students many chances to get familiar with a technology so that they can become inspired and integrate it in their lives for the good of learning.

Identity, Connections, Technology and Content: Last Reflection

Over the course of this term my view have shifted slightly and yet I have stood firm in my philosophy of teaching. These shifts I have experienced I can see manifested in my teaching style itself and the flexibility with which I approach my lessons and the open-mindedness I am finding with using technology in my teaching. Witnessing the teaching styles of different professors that I have had the privilege of listening to each week has inspired me. I find that my teaching has changed for the better and my thoughts about teaching and learning have evolved. I am more enthusiastic with my students; I have employed further use of technology in my teaching such as utilizing music notation software and video recording my students and myself to aid in learning new techniques. I feel that the use of media and technology in teaching can aid in creating an inclusive classroom as there are many different ways of using the tools that are available to us and everyone is able to choose a different method.

Throughout one’s career and life of teaching and learning, I believe that as educators it is our duty to continue learning and that even as we teach we are learning new things through our teaching. I have continued to notice how much I am actually learning from my students. They show me things that I may improve in myself, they show me ways in which I have been unclear and most importantly, I learn how I may improve my teaching. There are even instances where my students, both younger and older have ideas in how to play something in a different way. I am constantly finding new ways of explaining concepts when I am teaching and new ways of discovering music.

In addition to learning from my professors and my students, I have learned new methods of utilizing technology in my learning and teaching. While I had composed two other blogs in addition to this prior to my media and technology course, I was given the opportunity to explore many different forms of technology. Technologies I was able to use in addition to social networks included learning how to use iMovie and Quicktime to create and edit screencasts and video. I also discovered new music notation software and social network for composers, “Musescore” that in my opinion is just as good as Finale or Sibelius and is free! I was able to use my skills in explanation to create a video about putting the flute together and used different methods of filming this with a new device from Garmin; the VIRB Action Camera. I was also afforded the opportunity to use Audacity and to create an original recording of myself that touched on key issues of our society in the disappearance of Indigenous Women.

If this class has done one thing for me, it has opened my eyes to the possibility that technology affords us endless options for education. I am finding myself more comfortable with exploring these different options and more at ease with just jumping into using new software and media platforms. During the term I found myself using ideas and skills I learned in my media and technology class in other classes and other projects and vice-versa. This tells us that everything we do within the vocation of Education is connected and that we will always be able to learn from one another and from our students as well. I am looking forward to seeing what new technologies are introduced in the next years and how I can include everything that I have learned in my future teaching.

Universal Design for Learning

This is a link to the website of the National Center on Universal Design for Learning: http://www.udlcenter.org/aboutudl/whatisudl/3principles

I feel it is important to include the UDL in my philosophy for teaching because not all students learn the same way. There are three principles in UDL the first of which is to provide students with multiple means of learning. This principle demonstrates that in the way students learn differently, as teachers we must provide multiple ways for students to get to a common goal in learning. It is essential to provide students with options. This is described by the National Center on UDL as the “what” of learning. I see this every day with my music students. I adjust my teaching method for each student I teach, depending on what that student needs from me that day.

The second principle is to provide students with multiple means of action and expression. The “how” of learning. In this principle, students may differ in the way that they express what they have learned. Some students may be comfortable with speaking, while others need to use actions and some may need to write what they learn. Students will have different ways of showing us as teachers what they have learned and it is important to provide them with options in demonstration of what they have learned. For example, in music it is customary to give playing tests. As a teacher I can give my students a choice whether they prefer to play alone, in a group, in a recording or in front of me. There are many ways to see how a student has learned and what they have learned as well as many ways to assess this.

Finally principle three states to provide multiple means of engagement. The “why” of learning. Students will always be interested in what learning something will give them and they often need to know “why” they are doing something. While some students may love composing and improvising on their instruments, others may simply want to play what is on the page. It is important to know as a teacher, when to be spontaneous and when to play safe with certain students, while at the same time engaging all students equally and providing a means to an end.

Ted Talk: How playing an instrument benefits your brain

The clip below is the best video I have ever seen that clearly and concisely explains in what way playing a musical instrument benefits your brain. Anyone involved in music and music education should watch this.

Video Lesson: Putting the Flute together, playing first notes and Cleaning the Flute

https://www.dropbox.com/s/du47m44qvdxnb2j/VIRB0007.MP4?dl=0

This is a link to a video I filmed to remind flute students how to put together a flute and play their first notes. It does not replace individual attention or music lessons but will really help when a teacher does not have the time to give individual attention. I think that a video such as this for every instrument would be incredibly helpful in starting a band in a school. In using this video it can help students who need a little extra help which coincides with MELS Teaching Competency 7:To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. It also uses media in the deliverance of lessons which is Competency 8: To integrate information and communication technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. As well it integrates Competency 1: To act as a professional inheritor, critic and interpreter of knowledge when teaching students.

The Function of Music

The lesson on mediasmarts.ca entitled “The Function of Music” looks like a wonderful lesson for high school students to teach them how music influences societies and acts as a “mirror” or a symbol. I believe this lesson would be appropriate for students taking supplementary music classes or could used in a class on media literacy as all students are affected by music to some extent. The lesson would not be appropriate for elementary students due to the advanced nature of how the material is presented however I believe it is possible to adapt for younger students without too much modification as long as the students are old enough to understand what advertising is. (Grade 5-6 students). Instead of using the examples in the lesson plan, the teacher would find music in the media that children are familiar with for example, the music from “Frozen”, McDonald’s advertising music or music from nursery rhymes. I would remove the student presentations on a musical collage and instead ask students to get into groups find a recording of a song they enjoy, make a poster with images that the song represents and present their posters to the class, along with the recording of their chosen song. The class would then have a teacher facilitated discussion on the song and what it represents or says about what our society likes at this point in time.

Lesson_Function_Music

Why Teach Music?

Music Teachers Should Not Do Make Up Lessons

Here is a very well written article articulating why private music teachers should not be expected to make up missed lessons.

Make-Up Lessons

The Incomparable Dame Evelyn Glennie

An amazingly inspiring Percussionist who is profoundly deaf:

 

Manifesto

The Oxford Dictionary defines Inclusion as: “1. The action or state of including or of being included within a group or structure; 1.1 A person or thing that is included in the whole”[1]. In order to state my intentions of inclusion within my classroom setting I have created a manifesto to clearly mark the various points of inclusion that I believe to be important in every classroom in every school, why I believe they are important and how I will implement them into my classroom and teaching practice.

All students must be included and have the right to learn in a positive learning environment, no matter their race, religion, sexual orientation, gender, physical or mental abilities or disabilities. It is the responsibility of teachers to follow the guidelines of the MELS competencies and in this instance, MELS competency 7, “To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps”.

Within my classroom and learning environment, I will ensure that all students feel that they are in a safe and respected environment that will promote learning on all levels and will make every effort to accommodate the various needs of all students. By providing opportunities for socialization within different peer groups, all students have an equal chance to make friends and learn from each other. I feel that it is important for students to socialize in order to gain appreciation and understand the differences of others, be able to learn from these differences and have mutual respect.

The learning environment is also a critical aspect of inclusion. All students must be able to participate in all aspects of learning, no matter their needs. Means of support for students with special needs will be provided, whether it is in the form of an aid or an environmental adjustment. If there are adaptations to the environment based on students needs, they will be addressed and made accordingly.

When planning field trips, they will be planned with every student in mind so that every student is able to participate and gain experiences from the field trip.

My teaching style is flexible and will be adjusted to meet the needs of every student in my class. Whether students are auditory, sensory, kinaesthetic, or visual learners, all learning styles will be addressed throughout the school year so that all students will have the opportunity to discover their personal leaning style and benefit in learning to the fullest extent.

The support of parents and families is encouraged in my classroom environment and I value input from parents when addressing individual students needs. I believe that the core values of inclusion are take seed at home and I will work with parents in order to create the most inclusive environment possible.

In order for positive learning to take place, it is essential to provide an inclusive and safe environment. To build community, promote self esteem and provide learning opportunities, no matter a students background or abilities, my classroom will provide an inclusive environment in which all students will have the opportunity to be leaders and work together as a cohesive unit.

[1] Inclusion. 2014. In oxforddictionaries.com

Retrieved September 30, 2014, from       http://www.oxforddictionaries.com/definition/english/inclusion