TPACK article reaction/reflection

Technology in music education is an idea that I am not entirely comfortable with. In a very large way, this is due to the fact that I have not been exposed to very much technology in my own musical education over the past 18 years. Because of this, I am skeptical. Part of me figures that if I had a proper music education and technology had no part in it, then I must not have missed out on anything. Another part is anxious and scared of the change that I know I must inevitably take part in as a music educator.

The TPACK article made me realize that I am not alone in my anxiety. In reading about the frequency of use of technology in music education, I was surprised to learn that so few educators utilize technology in their own curriculums, and even fewer students are utilizing the music technology that is available. I feel that these surveys of music educators must tell us something about the nature of music technology: that it is not yet user-friendly, and its usefulness is not readily apparent. It also tells me that music technology in the classroom is not valued by the people that provide the money for music software, computers, CDs, etc. etc. etc..

As the article states, technology should not be acquired just because it is "cool". It must also have the benefits that any good textbook must have: it must also be useful and beneficial to the student. As state departments are looking at budget cuts to music programs, every element of music education, including music technology, must have a transparent use. This means that every educator must be extremely knowledgeable on each piece of hardware and software that comes through the teacher's classroom.

In my understanding, TPACK is the integration of technology, pedagogical approaches, and the overarching element: the content of the subject matter. In this case, it is music. The focus on subject matter and content is, to me, the most important aspect of the TPACK. When the focus is shifted to content, the technology suddenly becomes less threatening.

Of course, as the article states, every element of TPACK is important. For me, the clearest way to think about the concept of the TPACK is in terms of its usefulness for developing a curriculum with meaningful content. For example: if a middle school music class has an assignment to compose a piece of music using basic 1-5-1 chords with the use of a piece of music software, the thrust of the lesson should not be on using the technology to struggle through a composition with a lot of frustration and hang-ups. That, in my opinion, would shade a student's view of composition for at least a while, if not a whole lifetime. The point of the lesson should be based on the composition process that will lead to a meaningful relationship with music in the students' minds.

I am relieved that 96% of students aged 9-17 are acquainted with technology using social networking sites. I am also relieved that many school-age students seem to be better than I am at navigating the web and finding information. This is a powerful argument for the use of music software in schools. If students are able to figure out how to use the software faster than even the "technological immigrant" teacher, the content of the lesson can be easily reached.