- The Oxford Handbook of Technology and Music Education
- Foreword
- List of Contributors
- About the Companion Website
- Editors’ Introduction: Narrating the Landscape of Technology and Music Education
- Thinking about Music and Technology
- Technology in Music Education in England and across Europe
- Savoring the Artistic Experience in an Age of Commodification
- Music Technology in Ethnomusicology
- The Role of “Place” and Context
- Slow Music
- Then and Now
- Globalization and Technology in Twenty-First-Century Education
- Technology in the Music Classroom—Navigating through a Dense Forest The Case of Greece
- Building a Broad View of Technology in Music Teacher Education
- Technology in the Music Classroom in Kenya
- Pondering an End to Technology in Music Education
- A Software Creator’s Perspective
- Where Might We Be Going?
- Loaded Questions for an Emerging World of Music Education Technology
- Mobile Learning in Music Education
- Critical Perspectives from Africa
- Interest-Driven Music Education: Youth, Technology, and Music Making Today
- Situating Technology within and without Music Education
- Human Potential, Technology, and Music Education
- “Placing” Technology within Music Education Communities
- The Promise and Pitfalls of the Digital Studio
- Musicking and Technology: A Further Swedish Perspective
- Exploring Intersections of Technology, Play, Informality, and Innovation
- Pedagogical Fundamentalism versus Radical Pedagogy in Music
- The Impact of Technologies on Society, Schools, and Music Learning
- Re-Situating Technology in Music Education
- Technology in PerspectiveWho is in Control?
- The Curious Musician
- On Becoming Musical: Technology, Possibilities, and Transformation
- Ebola SongsExploring the Role of Music in Public Health Education
- Thinking and Talking about Change in Music Education
- A Sociological Perspective on Technology and Music Education
- Power and Choice in the Teaching and Learning of Music
- Music Fluency: How Technology Refocuses Music Creation and Composition
- Playing (in) the Digital Studio
- Considering Music Technology and Literacy
- Technology and Music Collaboration for People with Significant Disabilities
- Prosumer Learners and Digital Arts Pedagogy
- A Pluralist Approach to Music Education
- Augmenting Music Teaching and Learning with Technology and Digital Media
- Possibilities for Inclusion with Music Technologies
- Getting in the Way?: Limitations of Technology in Community Music
- Meaningful and Relevant Technology Integration
- The Convergence of Networked Technologies in Music Teaching and Learning
- Narcissism, Romanticism, and Technology
- Pedagogical Decision-Making
- Equity and Access in Out-of-School Music Making
- Technology, Sound, and the Tuning of Place
- Traditions and Ways Forward in the United States
- Technology and Invisibility in Music Teacher Education
- Authentic Approaches to Music Education with Technology
- Technology in Music Initial Teacher Education
- Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Workplaces
- Application of Technology in Music Education in Selected African Countries
- Defining and Acknowledging Music Education Technology in Music Teacher Training
- Learner Engagement and Technology Integration
- Faculty Development in and through the Use of Information and Communication Technology
- Educators’ Roles and Professional Development
- Music Technology Pedagogy and Curricula
- Why Isn’t Music Education in the United States More Twenty-First-Century PC?
- Generating Intersections between Music and Technology
- Preparing for Change and Uncertainty
- Index
Abstract and Keywords
The implementation of technology may present challenges to music educators. These challenges include varying levels of teacher confidence with technology and aspects of creative processes such as student exploration; teacher conceptions of when music happens, risk, and failure; and school curricula. This chapter provides examples of these challenges from a music teacher’s perspective. One of the questions from my own practice is in what ways could students be makers, tinkerers, or engineers in the music classroom? I identify three principles that guide my own implementation of technology in a creativity-driven music classroom. These principles are not unique to teaching music with technology, and could underlie all music-making experiences for children.
Keywords: music education, technology, creativity, risk, children, exploration, implementation, pedagogy, makers
Ryan Bledsoe is a doctoral student in music education at Arizona State University. She specializes in early childhood music education and has worked with infants through middle school students in Texas, Arizona, and Florida. Her articles have been published in General Music Today and the Arizona Music News, and she is an active conference presenter. Her research interests include creativity, makerspaces, and designing electronic instruments with young children. She shares her work with other educators on her website: ryanbledsoe.wordpress.com.
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- The Oxford Handbook of Technology and Music Education
- Foreword
- List of Contributors
- About the Companion Website
- Editors’ Introduction: Narrating the Landscape of Technology and Music Education
- Thinking about Music and Technology
- Technology in Music Education in England and across Europe
- Savoring the Artistic Experience in an Age of Commodification
- Music Technology in Ethnomusicology
- The Role of “Place” and Context
- Slow Music
- Then and Now
- Globalization and Technology in Twenty-First-Century Education
- Technology in the Music Classroom—Navigating through a Dense Forest The Case of Greece
- Building a Broad View of Technology in Music Teacher Education
- Technology in the Music Classroom in Kenya
- Pondering an End to Technology in Music Education
- A Software Creator’s Perspective
- Where Might We Be Going?
- Loaded Questions for an Emerging World of Music Education Technology
- Mobile Learning in Music Education
- Critical Perspectives from Africa
- Interest-Driven Music Education: Youth, Technology, and Music Making Today
- Situating Technology within and without Music Education
- Human Potential, Technology, and Music Education
- “Placing” Technology within Music Education Communities
- The Promise and Pitfalls of the Digital Studio
- Musicking and Technology: A Further Swedish Perspective
- Exploring Intersections of Technology, Play, Informality, and Innovation
- Pedagogical Fundamentalism versus Radical Pedagogy in Music
- The Impact of Technologies on Society, Schools, and Music Learning
- Re-Situating Technology in Music Education
- Technology in PerspectiveWho is in Control?
- The Curious Musician
- On Becoming Musical: Technology, Possibilities, and Transformation
- Ebola SongsExploring the Role of Music in Public Health Education
- Thinking and Talking about Change in Music Education
- A Sociological Perspective on Technology and Music Education
- Power and Choice in the Teaching and Learning of Music
- Music Fluency: How Technology Refocuses Music Creation and Composition
- Playing (in) the Digital Studio
- Considering Music Technology and Literacy
- Technology and Music Collaboration for People with Significant Disabilities
- Prosumer Learners and Digital Arts Pedagogy
- A Pluralist Approach to Music Education
- Augmenting Music Teaching and Learning with Technology and Digital Media
- Possibilities for Inclusion with Music Technologies
- Getting in the Way?: Limitations of Technology in Community Music
- Meaningful and Relevant Technology Integration
- The Convergence of Networked Technologies in Music Teaching and Learning
- Narcissism, Romanticism, and Technology
- Pedagogical Decision-Making
- Equity and Access in Out-of-School Music Making
- Technology, Sound, and the Tuning of Place
- Traditions and Ways Forward in the United States
- Technology and Invisibility in Music Teacher Education
- Authentic Approaches to Music Education with Technology
- Technology in Music Initial Teacher Education
- Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Workplaces
- Application of Technology in Music Education in Selected African Countries
- Defining and Acknowledging Music Education Technology in Music Teacher Training
- Learner Engagement and Technology Integration
- Faculty Development in and through the Use of Information and Communication Technology
- Educators’ Roles and Professional Development
- Music Technology Pedagogy and Curricula
- Why Isn’t Music Education in the United States More Twenty-First-Century PC?
- Generating Intersections between Music and Technology
- Preparing for Change and Uncertainty
- Index
