This weekend, I ended up in a Twitter battle, of sorts, with a “major” educational guru. Educational gurus often post “one size fits all” solutions on the Internet (including social media)…and often respond to alternative replies by doing the equivalent of killing a fly by smashing it with a Buick.
In this case, the guru stated, “When you show kids how to click on stuff…what percent of the class could have figured it out without you?”
I have taught three full years (in my fourth) of teaching in a 1:1 iPad school, and I have pushed boundaries with the use of technology in music education. I have learned a lot in these last few years, and I can tell you this: If you don’t show students what to do and how to do it, they don’t know how to do it, and will not figure it out on their own. Even when you do show them what to do, there is a percentage that still will not “get” it.
True, 10%-20% of your class can do it without you. That is all wonderful and good. But what I have found out is that those kids don’t really want to help their peers–these are the kids who have been burned by their peers in a number of settings, and they are quite content to let the others live in bewilderment. They do help kids that have special needs…but they let the other percentage of the population that just doesn’t follow directions just hang out on a limb.
If you want to make good use of classroom time, you have to show kids how to sign up for a service, how to start an account, and then show them the basic tools to use that account. If you do not do so, 60% will have no idea what to do, and the other 20% will not have even signed up for an account. At that point, you might as well not even use the technology.
Even if you provide written directions, or even a video, there has been a good chance that 60% of my students will not complete a task or project. I have to go step by step to get 80% of them with me.
I had my 8th Grade students sign up for the S-Cubed component of MusicProdigy this last Friday. When you create an account, there is a little link to create an account in the log-in page. I walked my classes through the process, and I still had 20% of the students fail to follow the process and find themselves in the normal “log in” process versus creating an account. It takes time to go back and walk those students back through the process they didn’t follow in the first place. I would not be able to keep up with the 1:1 process if I just said, “Go to Music Prodigy and create an account.”
Incidentally, you know the same is true with the staff in your building every time you introduce a new technology tool.
It doesn’t help that when I introduce things, I am doing so with groups of 35-60 six to eighth grade students in a subject they do not feel is as important as their “core” classes. The term “encore” is applied to music, art, business education, language, and physical education. There is a different mindset towards our classes…and admittedly, our classroom set-up is significantly different.
When I expressed that I didn’t think the guru’s idea of “self-exploration” was realistic, I was reprimanded: “Of course they can get it. Change the culture of your class, break the learned helplessness. I will believe in your students and you will think they can’t.”
As I have grown older, have earned advanced degrees, have taught for more than 20 years, and am now a parent, I am no longer the self-inflated egotistical person I was following my undergraduate degree. I think it is good that we graduate from undergraduate college thinking we alone can change the world by sheer willpower alone. Life has tempered that mindset in me. I avoid absolute statements in my role with technology integration, and I try not to insult anyone. I don’t want to close doors with anyone–I want to build them up and help them along their path.
I do have strong beliefs, and there only a few things I believe strongly enough to be flippant about them. For example: Always have a backup plan in case technology doesn’t work OR make sure your personality can deal with a very sudden change in plans.
Beyond that, I make suggestions, and frequently say that it is up to you whether you take my advice or not.
As for the original topic, I think you are inviting disaster if you don’t lead your students through things step-by-step. Sure, you will have kids that instantly “get” it. You always will. And you don’t have to show every feature of a program (advanced users can figure those out on their own). But you DO need to show them and walk them through what you expect as a minimum, or you won’t even get your minimum expectations from a majority of students.
This all goes back to the myth of the digital native. I don’t believe in the digital native. I believe that we can all learn basic digital skills, but the task of using technology and integrating it into our learning (and teaching) is something that requires intention, purpose, and planning. Students need to be taught how to use technology in their learning.
I am still here, absorbing news, developing opinions, and still working full time as a middle school choir (and a bit of technology general music and ukulele teacher), plus dealing with my responsibilities as a husband and as a dad. I’m also gearing up for six (!) music education conferences over the next four months, which include Wisconsin, Iowa, Florida, Michigan, Illinois, and Maryland.
I have been waiting for something exciting to happen before blogging on the webpage, but to be honest, everything is pretty quiet following the release of iOS 10 and Mac OS Sierra. There have been a number of updated apps, but all of the updates haven’t really brought new functions to any of the apps that I use.
Paul Shimmons and I have begun a podcast, and we cover news issues there–but the fun part is talking to other people and hearing about their stories and how they are connected to the larger issue of technology in music education. Paul and I will be getting together soon to record podcast #4. We’re also very excited to have a sponsor, UberChord, that has picked up the hosting costs for the podcast.
The development I have my eye on at the moment is the current trend of long-time web-based apps that are releasing stand-alone versions on the iPad. Chromebook momentum would have you believe that apps would be going the other way. From what I understand, iOS apps bring in significantly more revenue than other platforms, so it makes sense. I still believe that iPad is a better solution for music education (pretty much any level, PK-college) than any other device; yet schools are still investing heavily in Chromebooks. Things are better all the time on Chrome, but it still isn’t the device that I would choose for my program. So the shift of web app to iOS app (SoundTrap, Kahoot, Gustaf) is an interesting trend that seems to have “legs.”
Meanwhile, I am waiting for news on new Macs and new iPads. There is some talk about these things happening this month (they have to, paritcularly iPad, if new iPads will be a part of the shopping experience for the holiday season). This impacts me as I am in the market for both an iPad Pro (12 inch) and potentially MacBook.
Other than that, I have been having a pretty good year (not that the overall situation has improved, but my mindset and attitude has) integrating ukulele into all of my teaching (I haven’t touched the piano ONCE this year (Still working on barre I, IV, and V chords for warm-ups). Last weekend I attended a ukulele festival in Milwaukee, Wisconsin and had a chance to meet some of the major vendors and artists on the “mainland (in particular, Mainland Ukuleles, Lil’ Rev, and Danielle Ate the Sandwich.”). Most of the other “major” ukulele performers and pedagogues are in California, Hawaii, or Canada. It is funny to think about how far I have come with this instrument in 10 months and how much joy and passion it has brought back into my life. I am also fortunate that I teach in the situation where I teach, where I have the freedom to depart from traditional choral music to approach choir in different ways. I am pretty sure that what I am doing would be successful just about anywhere–I doubt that most teachers would want to learn/teach ukulele to do it. And I am certain that my students will be tremendously prepared for the next level–either high school choir or just to enjoy playing and singing music for the rest of their lives.
I hope you have had a fantastic start of the year. After another month or two, I’ll write a bit about the philosophy that has been keeping me afloat this year…it might help some of you, too. I just need to make sure that it isn’t something I lose after another month goes by. I might just wait until the holiday concert has come and gone before writing that post.
I am very pleased to announce that UberChord has stepped up to sponsor the first year of hosting fees for the Music Education & Technology Podcast.
UberChord is currently a free app that helps you learn guitar, listening to your playing on a live instrument. They will be adding paid content and some other new exciting features (that’s a teaser) in the future. From their website:
MASTER CHORDS with real-time visual feedback using your REAL GUITAR! Experience the next level of guitar training with the world’s first interactive app that understands what you are playing and adapts to your personal skills. Featured on Guitar Player and Musicradar, Uberchord uses exclusive technology that literally “listens” to you play and gives instant analysis & feedback like a real guitar teacher.
I am thrilled about their sponsorship for a number of reasons. First, it is a company/product that exists outside of our definition of “traditional” American music education. UberChord is about music education, but its current model is focused on individual music education rather than group instruction. On a personal note, I can say that UberChord’s sponsorship helps me remember that music education is more than what I do every day. It is exceptionally easy to get lost in one’s own world/experience. Second, the company is located in Berlin, and has fourteen employees–a very typical app development team with international reach. Most apps are not “home brewed” in the United States, and UberChord’s global perspective can again remind us to have more than an American-centric point of view. Third, and most importantly, UberChord was the first to reach out to us with an offer of sponsorship and made it happen; and they did so without any strings attached. It turns out that they are located in the same building as SoundCloud (our Podcast home) and were able to use SoundCloud’s ability to “gift” a subscription.
I also want to thank the other individuals and companies that reached out to us to sponsor the podcast…we are appreciative of your offers. UberChord had simply replied first, and we wanted to honor their speedy response.
We are–of our own desire (not at the demands of any company)–going to provide a short advertisement for UberChord in every podcast we record over the next year, and we will also thank UberChord for its sponsorship at the end of every episode. We will also have UberChord as a guest (something that was not promised in our discussions leading to our sponsorship) because their story is fantastic. UberChord will offer wonderful insights into a different angle of music education as well as insights into app development (and the world of start-ups!). It may seem like I am overselling UberChord–but trust me, the interview that we will record with them is something you will enjoy!
As I mentioned on the new ME&T blog (a place for links from our show), we are going to keep an eye on our listening audience, and it is possible that we will eventually incorporate other advertisements in our podcast to generate some income from the podcast. But for now, the one expense connected to the podcast (other than the time invested in recording and editing) has been graciously sponsored by UberChord.
Of course, if you haven’t tried UberChord, and you play guitar (or want to learn guitar), go download it! (Note: UberChord is an iPhone app, so if you have an iPad, you will want to search for it in the correct category on the App Store)
A listener to the podcast requested a way to share links and information from the podcasts. It was a fair request, but as Paul and I maintain our own blogs, it didn’t seem right to use both our blogs to post that information.
As a result, Paul and I have teamed together to publish a podcast blog, where you can see the topics we covered, listen to the podcast (streaming through your browser), and when needed, click links.
In the case of app links, you have a choice to click a link that gives a referral payment to Paul or I. Referrals are fantastic…the app costs the same, and the developer gets the same amount, but 7% of the purchase price of the app (out of Apple’s 30% cut) comes back to the referrer. On $.99 apps, this isn’t a big deal, but on an app like NotateMe, that represents a nice bonus to the referrer of the app. As most of us don’t get paid for our efforts, your choice to download an app through a referral link helps out immensely.
So…if you would like to visit the Music Education & Technology Podcast site, go to:
We will include this information in future editions of the podcast. And as always, if you have feedback, questions you would like us to answer, or people/companies you would like us to interview, please let us know through our gmail account at metpodcast (purposely not placing that as a traditional e-mail address to avoid spam mail.
Good news! The third episode of the Music Education & Technology is on SoundCloud (we are now on SoundCloud). Our guest this time is Catie Dwinal, from Quaver Music, and in this episode we learn a lot about Quaver and discuss some of the needs of elementary music educators. Many thanks to Paul Shimmons, the co-host, and to Catie Dwinal, for chatting with us.