Technology Education:
1. AnthroTech Assessment
As our first assignment for ED 632, we researched the technology available to educators, students and staff at Riverbed Elementary School. We had the opportunity to sit down with a couple teachers to discuss their thoughts on the usage of technology and the culture of technology at their school.
Read more here...
As our first assignment for ED 632, we researched the technology available to educators, students and staff at Riverbed Elementary School. We had the opportunity to sit down with a couple teachers to discuss their thoughts on the usage of technology and the culture of technology at their school.
Read more here...
2. My Digital Story: the Process
I decided to create a personal story about why I run. At the core of my digital story is the idea of intrinsic motivation which is directly related to music education. I hope to use this digital story to promote a JAMM fundraiser/running event: Jogging for JAMM. The goal is to use this digital story to get kids and their families engaged – in physical activity and music through community involvement.
I decided to create a personal story about why I run. At the core of my digital story is the idea of intrinsic motivation which is directly related to music education. I hope to use this digital story to promote a JAMM fundraiser/running event: Jogging for JAMM. The goal is to use this digital story to get kids and their families engaged – in physical activity and music through community involvement.
To me running comes down to the feeling in my legs, my lungs and heart. Sometimes it’s my out of necessity (like when I am running to catch the last bus bus!) but mostly, running is something I can hold onto when times are tough. It is something I can grasp, and something that nobody can ever take away from me. To the children in JAMM classrooms, music is that special something. Whether it be physical activity or musical activity, it’s about when the voice inside your head that keeps yelling, "I can't" stops, is replaced by a stronger voice, that whispers, "I can."
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3. My Online Community
Online communities open the doors to worlds of resources for busy educators. Specifically for string and orchestra teachers, the online world is a gold mine of ideas, tips, discussions, teaching strategies and more. There is so much information and opportunities for sharing, that it can be entirely overwhelming. Thus, to organize all my resources; I am an avid user of the bookmarks manager where I organize over 200 pages that I frequent regularly. A few blogs that I have been closely following since I began teaching strings over 5 years ago include; Orchestra Classroom Ideas, Teach Suzuki and the Violinist.com. I value these websites not only because they are easily accessible, but also because they are filled with honest and thoughtful reflections.
More about my engagement in professional online communities is available here.
Online communities open the doors to worlds of resources for busy educators. Specifically for string and orchestra teachers, the online world is a gold mine of ideas, tips, discussions, teaching strategies and more. There is so much information and opportunities for sharing, that it can be entirely overwhelming. Thus, to organize all my resources; I am an avid user of the bookmarks manager where I organize over 200 pages that I frequent regularly. A few blogs that I have been closely following since I began teaching strings over 5 years ago include; Orchestra Classroom Ideas, Teach Suzuki and the Violinist.com. I value these websites not only because they are easily accessible, but also because they are filled with honest and thoughtful reflections.
More about my engagement in professional online communities is available here.
4. My Individualized Learning Project:
In my Individualized Learning Project (ILP), I explored the use of technology, particularly computer software including the Amazing Slow Downer, Finale and SmartMusic, as a means of supporting cultural integration in my first grade Juneau Alaska Music Matters (JAMM) class at Riverbend Elementary School. The process involved transcribing Eagle Island Blues and the Hook Song from digital recordings on to staff paper, then notating the handwritten music in Finale, and finally, converting the Finale files into SmartMusic files so they can be used for student accompaniment and assessment. The objective of this project is to preserve the authenticity of the two Alaska Native folk songs, and furthermore to preserve the oral tradition of passing on music by ear. In the classroom I will teach the two songs by rote which includes listening, repetition and echoing. Technology, like the SmartMusic files I created as part of my ILP, will be used to accompany and assess the students, to support learning and instruction in a meaningful manner.
Follow the procedure here.
In my Individualized Learning Project (ILP), I explored the use of technology, particularly computer software including the Amazing Slow Downer, Finale and SmartMusic, as a means of supporting cultural integration in my first grade Juneau Alaska Music Matters (JAMM) class at Riverbend Elementary School. The process involved transcribing Eagle Island Blues and the Hook Song from digital recordings on to staff paper, then notating the handwritten music in Finale, and finally, converting the Finale files into SmartMusic files so they can be used for student accompaniment and assessment. The objective of this project is to preserve the authenticity of the two Alaska Native folk songs, and furthermore to preserve the oral tradition of passing on music by ear. In the classroom I will teach the two songs by rote which includes listening, repetition and echoing. Technology, like the SmartMusic files I created as part of my ILP, will be used to accompany and assess the students, to support learning and instruction in a meaningful manner.
Follow the procedure here.