Teaching with Technology

Reframing creativity and technology:  promoting pedagogic change in music education

 This article provides compelling research for pedagogical change in the field of music education.  Four principles highlight the various aspects of this change with a specific focus on the integration of creativity and technology.  According to the author, “…creativity is an essential human attribute lying at the heart of all learning and as a process of making something new…and technology is seen as the tools that mediate how creative activity occurs” (p. 37).  Working from these definitions, the exploration into the integration of these two learning tools is broken down into four principles:

 The interrelationship between creativity and technology

1. 1. From this argument, research supports the notion that young people’s learning is a product of the language of contemporary technology.  The Internet, for example, is viewed as a “social playground” (p. 37), providing various social outlets for the making, experiencing, receiving, and creating of music.  It is within this culture of interactivity that students build creative learning experiences with technology and through technology.  Pedagogical change must stem from the wealth of social collaborations that foster a unique learning system for students who find creative stimulation within a network of peers and online resources.
2. Building flexible educational environments that conform to the learner
   1. Within this framework, the author points to the possibility of “media-rich sources of musical information…that provide opportunities for students to interact and collaborate with people who otherwise are inaccessible” (p. 40).  For example, composers might have access to performers though sites that allow their sheet music and sound files to be uploaded.  Performers can download the music, perform and record it, provide feedback, and return it to the composer for further review.  This collaborative process could take place all over the world, which also has implications for the development of global thinking and learning.  One example of this type of global exploration is the Sonic Arts Network, which explores the art of sound via the Internet.   
3. The potential of Activity Theory (AT) for studying adaptive learning environments
   1. It is understood that much of our individual learning is dictated by several social components:  psychological tools, such as language and symbols; cultural artifacts, including music, literature, computer; and the expectations and conventions of large communities.  As individuals come to understand the world around them, they look to the clues within their immediate environment for guidance.  These clues are provided not only by the formal educational structure and family structure, but also by the digital realm with which students interact on a regular basis.  Their internalization of this digital culture is an important place for teachers to explore with students to ensure they are navigating this territory in ways that will further their formal education as well as their informally, social education.
4. A framework for researching pedagogic change in music education
   1. The key point in this argument is the importance of reflection for instituting pedagogical change.  Beyond self-reflection for improvement, “…teachers need to view the educational experience through the eyes and perspectives of their pupils” (p. 47).  This will provide insight into motivation and the roots of success or failure that are taking place in the classroom. 

The idea of marrying creativity with technology seems intuitive in theory, but is not necessarily evident in practice.  As teachers, we must keep in mind the daily habits of our students and learn to translate them into educational practice.  In this way, we are meeting their standards of creativity as determined by an environment of collaborative learning, unlimited resources, global communication, and profound interactivity. 

 Burnard, P. (2007).  Reframing creativity and technology:  promoting pedagogic change in music education.  Journal of Music, Technology, and Education. (1)1, 37-55.  doi:  10.1386/jmte.1.1.37/1