Module 1: A Conceptual Framework For Technology Assisted Learning

Technology continues to grow as an integral part of the fabric of our society. Bauer (2014) discussed the idea of technology “flattening” the world (p. 4), essentially shrinking our world by allowing us to overcome barriers, like geographical location, that affect our interactions with others. This kind of communication is evident in the younger generation born into such technology, most of which I have a smartphone and nearly all participate in some kind of social networking online (Bauer, 2014). In addition to social networking, the internet has also revolutionized the entertainment industry as well as consumerism; music is part of this revolution. Programs like Spotify allow accessibility to music with unparalleled ease along with websites like YouTube where playlists can be compiled and shared with a click of a button. In addition to accessing music, software exists to help people of all walks of life to create music of their own. Notations platforms like Noteflight or sampling platforms like Incredibox are free to use and allow the user to dive right into the material.

With technology permeating all of civilization, it becomes necessary to consider its use in education. The idea of technology assisting in education is not a new one as there are always new and improved tools being created. Going from computer labs to one-to-one programs is one such example as laptops are being made to be more durable and affordable. Decisions of technology giants like Google also support this trend. Google started as a mere search engine but now has their G Suite that includes Google Classroom. Furthermore, they now provide Google Certification training for teachers who want the most out of the Google apps. For music classrooms specifically, the explanation of different possibilities above applies. Technology’s main role in all of this is to assist us in acquiring the information we seek while affording us the tools to work with that information. Such tools, however, should be discussed with the students so that they may know the appropriate circumstances in which to use them.

In order to assist with this, Bauer (2014) introduces the Technological Pedagogical and Content Knowledge (TPACK) model. Good teachers understand what (content) they are teaching and how (pedagogy) to teach it. The model in question also points out that these two areas of understanding can overlap (PCK - pedagogical content knowledge), resulting in some of the most powerful teaching and, consequently, learning. TPACK incorporates the understanding of technology to be integrated. If overlapped with content, the result is an understanding of how technology is currently used within a specified content area. If overlapped with pedagogy, the result is understanding what the technology will allow students to do (or limit from doing) in order to select a technological approach that will guarantee the best learning. TPACK, therefore, is the intersection of all these understandings (content, pedagogy, and technology) in order to develop learning opportunities that are powerful to students while incorporating the correct technology to assist the process. The model is truly adaptive in that it includes the premise of context; two different classrooms with different teachers, student body, and resources will likely display TPACK in various ways.

Reproduced by permission of the publisher, © 2012 by tpack.org

References:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York: Oxford University Press.

TPACK ORG. (2012). [Diagram of the TPACK model May 11, 2011]. Using the TPACK image. Retrieved from http://tpack.org/