CONTEMPORARY TECHNOLOGY By: Sammie Cohen

INTEGRATION IN MUSIC James Madison

University School of
Music
EDUCATION

INTRODUCTION CONTEMPORARY
In light of the COVID-19 pandemic, TECHNOLOGY?
technology has become an
increasingly prominent tool in The operational definition of
classrooms. Prior to the pandemic, contemporary technology
music classrooms were already for this project is any
experimenting with technology
technology which is digital
implementation in multiple contexts,
or electronically powered
Like many educators are doing today,
this project examines the
technologies available and the
contexts in which they can and have TOPICS BEING
been effectively used to better the
COVERED
quality of students' education. This
project also examines the attitudes
and perspectives of the teachers and Examples of technology
students involved with this
implementation in music
implementation. Though much has
changed in the past year, it is still classrooms
critical to examine these aspects to
better shape the integration of
technology in their classrooms to
create meaningful, inclusive learning
opportunities. Perspectives and
experiences with
technology
implementation

The positive and

negative potential of
technology integration
IN THE FIELD
Examples of technology integration in the classroom
prior to the COVID-19 pandemic

WHAT
TECHNOLOGIES ARE
BEING USED?
Grading software
SMARTBoard
Video streaming platforms
(ex: YouTube)
iPads or tablets
Phones
Notation Software
Digital Audio Workstations
Instructional Software (ex:
MUSIC
TECHNOLOGIES
Digital Audio Workstations
(DAWs) are software
programs that allow for the
user to input musical
content. MIDI instruments
are often used to input notes
and rhythms while the
sound and effects can be
manipulated in the software.

SmartMusic, Music Ace)

(Haning, 2016), (Powell, Compositional software, like
2017), (Williams, 2014), Sibelius, Finale, and Musescore,
are programs which functional
(Wise, 2011).
like digital sheet music. The user
can write music which can be
read and performed by
THE IPAD musicians. Supplemental
ENSEMBLE features like playback and
keyboard shortcuts can make
Five-person chamber group this process faster than
manually writing.
of "iPadists" operating as a
functional ensemble under
music educator David
Of 168 teachers surveyed, 85% of
Williams
participants reported using
The iPad provides platform
technology on a daily, weekly,
for exploring various styles,
semi-monthly, and monthly basis.
operating as an instrument,
composition implement, and
educational tool
Ensemble uses sounds from
the iPad to perform in a
wide variety of styles
including rock, classical,
electronic, and many
others. (Williams, 2014).
(Powell, 2019)
TEACHER AND STUDENT
ATTITUDES
Looking into the reception of implementation
PREPARATION
How comfortable do current and
pre-service teachers feel about
using technology in their music
classroom?
THE STATISTICS
In a study of pre-service music
education students at various Ohio
institutions, 43% of participants
reported that they did not feel that
their curriculum prepared them to
use technology sufficiently in
their future classroom (Haning,
2016).
THE STUDENTS
Though there is little information
on student attitudes towards
technology in music classroom
specifically, research shows that
student attitudes of the use of
technology in general classes is
overall positive and a preferable
alternative to traditional materials
(Gilbert, 2015).
GAMECHANGER,
OBSTACLE, OR
BUSINESS AS
USUAL?
Opinions on the place of
technology in music classrooms
vary with some educators who
believe it is a useful, convenient
tool, and others who believe it is
superfluous or even a hinderance.
Flexibility: Digital devices are
portable and software can be
downloaded and utilized to
make sounds immediately
without some of the limitations
of traditional instruments.
(Lum, 2017)
In a study of nine teachers,
Seven made changes in their
pedagogy with the
development and utilization
of different technologies
Two of the teachers kept
their pedagogy the same and
used technological resources
to deliver the same or
similar material
Most maintained that
traditional instruments and
methods need to remain
available (Wise, 2011).
POTENTIAL AND
PROMISE
Based on current research and informed writing

POSSIBILITIES PROBLEMS
Social and mental health
Potential for
benefits in adolescents
Widening the
diagnosed with Autism
educational gap
Spectrum Disorder (HIllier,
socioeconomically
2015)
Classroom
distraction
Development of
Limiting musical
improvisational skills such
expression. (Hein,
as experimentation with
2017)
rhythm, melody (Rowe,
2015).
Teachers experiencing
Lack of training or
Increased practice time
through a digital comfort with
gamification format implementing
(Nguyen, 2020). technology
Shortage of time to
More entry points for learn about and
music learning in and out execute
of the classroom (Hein, implementation
2017) (Powell, 2019)

Unique musical
opportunities (Lum,2017)

Songwriting and
experimentation with
loops and beats (Wise,
2011)
SUMMARY AND
SUGGESTIONS

SUMMARY
Contemporary technology, just like traditional means, has its
positive and negative attributes. As case studies prior to the
COVID-19 pandemic have found, teachers have been
implementing technology in unique ways to create optimal
learning opportunities for their students. As discussed, practical
issues remain and unfortunately classroom budgets often cannot
cover the expenses of purchasing the most cutting edge,
contemporary technology. However, I believe it would be a
disservice to students to not attempt to introduce them to viable,
relevant means of music making which might make learning more
accessible and of higher quality.

SUGGESTIONS

The COVID-19 pandemic has presented a need to use digital

tools, however upon returning to in-person teaching I
REFERENCES believe these technologies will still have great value. In
practice, I believe teachers need to select technology that
complement the needs and interests of their program. This
should take into account what allowances and constraints
the technology has and the unique opportunities it will
provide that could not be replicated otherwise. For
research, I would certainly hope to see a reflection of
technology use during this time and figuring out what
worked, didn't work, and what should be used in the
future. I also believe more research should be done to
examine how implementation can be more accessible
financially and operationally for students and educators to
avoid a disparity in the quality of education from schools
with different socioeconomic positions. Overall,
contemporary technology does not need to overtake
traditional means, however, it is important to appreciate
its potential value and consider how it can be responsibly
utilized.