Reaching the “iBored” by Debra S. Bauleke and Kathleen E. Herrmann
This article discussed the complexities of reaching “Gen M” (millennium generation) of students. Bauleke and Herrmann listed the staggering statistics of the number of hours students spent watching television and their use of technology gadgets, sighting in particular the use of iPods (Bauleke & Herrmann, 2010).
The authors continued their discussion of the importance of emotion in the learning process of students. The goal was to create a connection between their personal life experiences and the content material being taught in class (Bauleke & Herrmann, 2010).
The article then described a unit of study in Language Arts and the problem of identifying literary themes. Students connected prominent scenes of the literature with music, video etc. chosen by each individual student. The culmination of the project was students presented their scene, explaining their choice of scene, music and its significance in both story and life (Bauleke & Herrmann, 2010).
While this article does not specifically address the use of iPods in music class, with some imagination and time, similar lessons could be developed for use in an upper elementary music class.
Do Music Teachers Have a Responsibility to Teach with Technology? by Shana Kirk
In the article, Kirk discussed the plethora of technological tools available and synthesized the information into practical advice that could be followed by anyone. She noted first, however, that the goal of all music teachers was to have instilled in their students a desire to continue their musical learning throughout their lifetime. With that ultimate goal in mind, Kirk shared her advice (Kirk, 2006).
She mentioned 3 specific tools that were readily available to all music teachers, a digital recording device, a digital keyboard/piano and the computer/internet. These tools were fairly ubiquitous in our society. Each fulfilled a different function in students continued life-long musical learning. The article also provided ideas that may have been implemented in the classroom, home or computer lab (Kirk, 2006).
Music Technology in the Preschool? Absolutely! By Rachel Nardo
Music technology for young children has existed since 1952! Called the “Eltronovox,” it was the first of many musical toys that has been developed over the second half of the 20th Century and on (Nardo, 2008).
Using technology with young children must be developmentally appropriate for their use. Children need the physical activities of traditional play, and learning opportunities. However, when using technology, the activity needs to be connected and related from the virtual world, back to the real, physical world in order to have meaning. Students need to share and elaborate on the knowledge they gain for mastery of the skill and content (Kardo, 2008).
SMARTer Music Teaching by Karin Nolan
This article described the potential of the use of interactive whiteboards in the music class. It listed a brief history of software and learning tools associated with the interactive white board and implications for its use (Nolan, 2009).
The article was most helpful in that it provided 2 complete lesson plans that may have been used by a music teacher who had the interactive whiteboard equipment.
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