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R Chuhran/teaching and learning with iPads, ready or not? 

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R Chuhran/teaching and learning with iPads, ready or not? 

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Murray & Olcese (2011)

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R Chuhran/Using a multimodal learning system to support music instruction

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R Chuhran/Using a multimodal learning system to support music instruction

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Pao-Ta Yu, Yen-Shou Lai, Hung-Hsu, T., & Yuan-Hou, C. (2010).

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2013 Sebald

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2012

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The recession's impact on American education has not yet dissipated, as more than half of states are slashing their education budgets this year.

According to a new analysis from the Center on Budget and Policy Priorities, 26 states will spend less per pupil in fiscal year 2013 than the year before, and 35 are still spending at levels lower than before the recession, after adjusting for inflation.

The cuts, stemming from the recession in 2007, were relied on heavily rather than a combination of cuts and revenue increases. While states balanced their budgets and saw lessened impact through $100 billion in federal stimulus money for education, the funding dried up at the end of the 2011 fiscal year.

Alaska, Alabama and Washington state are cutting the most in dollar figures -- reducing resources by more than $200 per student from last year -- while Arizona, Alabama and Oklahoma have each slashed per-student funding by more than 20 percent since 2008. Another 17 states have dropped funding levels by more than 10 percent since that year.

Several states are increasing funds this year over last year, but are -- for the most part -- not enough to restore the cutbacks from previous years. Florida, for example, is allotting an additional $273 per student this year, compared with its previous four years of $569 per-student cuts.

North Dakota is an outlier, jumping spending by 28.2 percent, but largely attributable to the state's oil-fueled economic boom. Similar reasoning stands for lessened financial impact in states like Montana and Wyoming.

The report's authors note that the cuts to education has yielded a downward spiral effect, as hundreds of thousands of educators have lost their jobs. They also force the termination of school programs and services, which hinder education reform efforts that are often disproportionately focused on low-income communities, furthering the education and achievement gap among students of varying economic backgrounds.

According to a report last fall by the Campaign for America's Future, evidence suggests that cuts to education funding are leading to cutbacks from early childhood education programs, increases in class sizes and termination of art, music, physical education and other elective subjects. Special programs are also being cut as a result -- including those that assist students with special needs as well as Advanced Placement courses, extracurricular activities and special academic programs for science, foreign language and technology.

The report also notes that districts are pressured to transfer funds to areas beyond traditional public education -- to systems like charter schools. Drawing on case studies among five states, the report recommends that states across the country provide regulatory relief to districts as well as reinstate adequate funding to schools.

This year's CBPP report shows slight improvement from last year, when 37 states were found to have trimmed education funding from the year before.

The authors suggested suggest that states consider other measures to raise revenue and calls on the federal government to increase educational support like that of the American Jobs Act that aim to hire and retain teachers.

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Education Funding Drops In More Than Half Of States

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The recession's impact on American education has not yet dissipated, as more than half of states are slashing their education budgets this year. According to a new analysis from the Center on Budget and Policy Priorities, 26 states will spend less per pupil in fiscal year 2013 than the year before, and 35 are still spending at levels lower than before the recession, after adjusting for inflation.

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R Chuhran/Stop the steep decline of music 

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R Chuhran/Stop the steep decline of music 

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2013

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R Chuhran/NEA Gov The decline of music education

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R Chuhran/NEA Gov The decline of music education

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2008

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R Chuhran/Using the iPad in Music Education

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R Chuhran/Using the iPad in Music Education

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Kuzmich, John 2012

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R Chuhran/Masters Thesis :Implementing Technology in band

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R Chuhran/Masters Thesis :Implementing Technology in band

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An Examination of the Implementation of Technology in Secondary School Bands

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The purpose of this study was to examine how high school and middle school band directors in the state of North Carolina currently implement technology into their band programs. Selection of participants for this study involved identifying middle school and high school band directors in the state of North Carolina.

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Olsen, C. A. (2010)

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R Chuhran/Tranforming music teaching via technology

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R Chuhran/Tranforming music teaching via technology

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R Chuhran/tricks and tips for music educators

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R Chuhran/tricks and tips for music educators

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R Chuhran/Evaluation of tech devices for young children

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R Chuhran/Evaluation of tech devices for young children

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R Chuhran/Three Programs for the Music Room

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R Chuhran/Three Programs for the Music Room

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ERIC #

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ERIC # EJ509174

# data[].attributes.body
ERIC # EJ534839

# data[].attributes.body
ERIC # EJ596185

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R Chuhran/Technology and Music for Girls

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R Chuhran/Technology and Music for Girls

# data[].attributes.body
ERIC # EJ551328

# data[].attributes.body
ERIC # EJ577895

# data[].attributes.body
ERIC # EJ620633

# data[].attributes.body
ERIC #

| EJ663673

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ERIC # ED473252

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ERIC# EJ677504

# data[].attributes.body
ERIC # ED472234

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ERIC # EJ702284

# data[].attributes.body
ERIC# EJ710189

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In this paper the authors utilise findings from the Economic and Social Research Council‐funded InterActive Education project to present a characterisation of the sub‐culture of school music with Information and Communications Technology (ICT) in England. They consider the opportunities and challenges ICT presents to the teaching of primary (ages 4-11) and secondary (ages 11-18) classroom music through an investigation of the perceptions, personal philosophies and pedagogical styles of seven teachers with whom they worked over a period of three years. Their work is underpinned by Goodson and Mangan's definition of subject sub‐culture and they draw on Shulman's notion of 'knowledge bases' in order to categorise and discuss the data. Through the identification and elaboration of key themes, the authors provide a snapshot of the emerging sub‐culture of music and ICT in schools.

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The sub‐culture of music and ICT in the classroom

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In this paper the authors utilise findings from the Economic and Social Research Council‐funded InterActive Education project to present a characterisation of the sub‐culture of school music with Information and Communications Technology (ICT) in England.

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R Chuhran/Using Technology to Test Rhythm Skills

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R Chuhran/Using Technology to Test Rhythm Skills

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| ED518581

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R Chuhran/Technology in Music using a webcast

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R Chuhran/Technology in Music using a webcast

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Web 2.0 Technologies in Music Education in Portugal: Using Podcasts for Learning

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This article presents a report of a pedagogic experience carried out in a Portuguese 6th-grade music education class during the 2008-2009 school year. A podcast was created ( www.podomatic.com) and several activities were developed, in classroom context, taking advantage of the tool's potential for teaching and learning.

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One challenge for music educators is to find techniques to help students "listen across time" to the examples they are assigned to study and to stay focused on a piece as they listen. Measurement tools to assess music listening have a long history, ranging from very simple to very complex, and very dated to very recent. This article traces the development of the Continuous Response Digital Interface (CRDI) device and reviews its use in music education research, with suggestions for how general music teachers can apply this research in their classrooms.

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From Research to the General Music Classroom

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One challenge for music educators is to find techniques to help students "listen across time" to the examples they are assigned to study and to stay focused on a piece as they listen. Measurement tools to assess music listening have a long history, ranging from very simple to very complex, and very dated to very recent.

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R Chuhran/The Intersection of Curricular Development: Music and ICT

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R Chuhran/The Intersection of Curricular Development: Music and ICT

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Australia Journal Article

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R Chuhran/The use of Music Technology Across the Curriculum in Music Education

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R Chuhran/The use of Music Technology Across the Curriculum in Music Education

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Journal Article

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The use of music technology across the curriculum in music education settings: Case studies of two universities - ProQuest

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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R Chuhran/Toward Authentic Electronic Music in the Curriculum

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R Chuhran/Toward Authentic Electronic Music in the Curriculum

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Journal Article

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Toward authentic electronic music in the curriculum: Connecting teaching to current compositional practices - Jeffrey Martin, 2012

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Despite emerging efforts to teach from within authentic music making contexts, electronic music in schools generally remains detached from the practices of actu...

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R Chuhran/Hybrid Spaces and Hyphenated Musicians

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R Chuhran/Hybrid Spaces and Hyphenated Musicians

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Journal Article

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1. All names included in this study are pseudonyms.

2. Excerpted from a curricular document created by Ron Wittwill.

3. Participants self-identified race/ethnicity in a demographic information sheet completed at the end of the study.

4. A current pre-requisite of a course involving students performing on keyboard, guitar, bass, vocals, drum kit or in a large ensemble context was not in place during the year of this study though many of the participants had formal and informal instrumental experience of varying degrees.

5. A session refers to the entire Pro Tools file, what I have been referring to as the 'track'.

6. This dynamic may change in the third- and fourth-year levels of the STC as Ron planned on having students perform mixes of other group's Pro Tools sessions to gain experience mixing a project that they had no role in the songwriting, performance or recording.

7. Pro Tools, which was used in the STC due to its presence in the music industry, may be expensive for some. Similar software programmes such as Anvil, Ardour, Garageband, Logic Express, Mixcraft, Reaper, Tracktion or web-based applications such as Aviary's Myna or IndabaMusic's Mantis are currently more affordable, free or open-source though in some cases more limited than Pro Tools and other advanced digital audio workstation applications.

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Hybrid spaces and hyphenated musicians: secondary students' musical engagement in a songwriting and technology course

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1. All names included in this study are pseudonyms. 2. Excerpted from a curricular document created by Ron Wittwill. 3. Participants self-identified race/ethnicity in a demographic information sheet completed at the end of the study. 4.

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R Chuhran/Interactive Music Video Games and Children's Musical Development

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R Chuhran/Interactive Music Video Games and Children's Musical Development

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Journal Article

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Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist music teachers each participated in an individual semi-structured interview. The child participants were drawn from four metropolitan schools and the teachers were from different metropolitan schools. Results indicate that the games may help to develop some music skills and knowledge and that the games are of high interest and importance to students. The music teachers acknowledged the potential of interactive music video games to be incorporated into traditional music curriculum but they each expressed a belief that ideally the technology needs further development, including a greater capacity to compose and create using the programs. These findings suggest that, based on constructivist learning theories, there may be a place for these games in music education.

Corresponding author: Janet McDowall.

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Interactive music video games and children's musical development | British Journal of Music Education | Cambridge Core

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Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective.

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R Chuhran/Engaging Musical Practices: A Sourcebook for Middle School General Music 

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R Chuhran/Engaging Musical Practices: A Sourcebook for Middle School General Music 

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Engaging adolescents with music and technology

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Middle school general music may be a student's last encounter with school music. A practical book with accessible pedagogical resources on middle school general music is needed for methods courses and music practitioners' use.

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The efficacy of iPads to enhance graduate students' engagement with music teaching and learning

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Mobile learning the University Aural Sills Class http://works.bepress.com/nicole_molumby/3/

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R Chuhran/Teaching Creatively and Teaching Creativity

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R Chuhran/Teaching Creatively and Teaching Creativity

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Introducing the use of multimedia in Music Theory and History

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Teaching Creatively and Teaching Creativity

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Creative teaching as well as teaching creativity are cutting edge issues in psychology today as recent academic and popular media coverage has shown. This volume expands on that interest with chapter authors drawn from interdisciplinary areas. It includes examples of creatively teaching across the education system, including preschool, K-12, undergraduate, and graduate level education.

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The Smart way to use iPads in the classroom

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Photo by Frederick Florin/Getty Images

Touch-screen tablets for young students have become all the rage. Some districts are even buying iPads for every kindergartner, a move sparking both celebration and consternation. Do we really want to give $500 devices to kids who can't even tie their shoes? What are these schools doing with these devices, anyway?

Last month, I had a rare opportunity to ask those questions at a school in Zurich, Switzerland. As part of a tour to talk about my book, Screen Time, I was treated to three days of visits to nearly a dozen classrooms at the Zurich International School, a private school that caters to English-speaking immigrants and expats whose companies have brought them to this exquisite city near the Alps.

ZIS, as the school is called, has distributed 600 iPads-one to every student in first through eighth grades, plus a set for teachers in preschool and kindergarten to use with children in small groups. And I had only one thought when I arrived: This is a school with money. In my first few minutes of walking through its colorful, light-filled hallways and well-stocked libraries, I figured I would be leaving Switzerland rich in chocolate but poor in insights that could have any bearing on public education in the United States.

I was wrong. Not about the money-ZIS has resources public-school teachers could scarcely dream of-but about the lessons I might bring home to generate smarter conversations about using tablets in the classroom.

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The school has an unconventional take on the iPad's purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students' creations. The teachers cared most about how the devices could capture moments that told stories about their students' experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it.

One morning I watched first-graders taking assessments of what they understood about "systems." No pen-and-paper test was in sight. Instead, the teacher asked her students to come up with an example of a system and record a video of themselves explaining why their choice did, in fact, represent a system. A girl with a blond braid had drawn pictures of how people check out library books. With some technical guidance from the aide sitting next to her, and using an app called Explain Everything, she started arranging the pictures in a digital flow chart, adding arrows between her drawings of the book shelves, the checkout counter, the book at home, and the book being returned to the library. A few minutes later, she sat in a quiet corner by herself, pressed the record button, and explained each picture out loud. "My system is good," she said at the end, "because if you don't do something in my system, it will break down."

Sam Ross, a second-grade teacher at ZIS, sees real potential in moments like this. "Children are being able to show what's in their minds by adding the oral explanation," he said. "That's off-the-charts amazing." Particularly helpful, he said, is to watch the recordings made by young children and English-language learners-students who may not speak up much in class but can actually show deep learning when asked to interview each other or record what they know. But most eye-opening, he said, is watching children have their own "aha" moments after watching recordings of themselves and talking to teachers about what they were thinking at the time.

At ZIS, every student has a blog or, in the case of younger children, a digital portfolio that teachers maintain. These portfolios allow teachers (as well as parents and students) to review specific work and rewatch moments that exemplify how the children have progressed over the year. One teacher showed me the blog of a fifth-grade girl who had recorded an assignment to show her knowledge of the parts of a plant. She did so by recording herself teaching a first-grader and answering the first-grader's questions. In P.E., fourth-graders have recorded gymnastics routines so they can watch what they looked like and decide how to improve.

The iPad rollout, which began in earnest at the start of this school year, launched only after Mark Dilworth, director of education technology, consulted with teams of teachers in each grade to determine what they needed. Before students received their tablets, teachers experimented with video tools and chose appropriate apps. Every student's device features the same apps-all downloaded by the information technology staff. Most of the apps on the iPads for the lower grades are aimed at creating and expressing ideas. In addition to Explain Everything, they include MyStory, iMovie, Animation HD, Google Earth, Book Creator, Show Me, Brushes, and Comic Life. They also feature Follett Reader and Overdrive, two subscription-based services to digital book collections.

This notion of using the iPad to make learning visible is not without hiccups, however-particularly when it comes to filming and editing. Despite all the talk about kids being "digital natives" who can navigate iPads before they can walk, teaching children to create videos isn't easy. When I watched the first-graders complete their assessment on systems, one girl's videos wouldn't save at first-a technical problem that could have dissolved into a meltdown if a teacher had not been sitting right next to her to help. "It gave me gray hairs," said a first-grade teacher about those first few weeks teaching iMovie to 6-year-olds. But she quickly added that the extra time was worth it.

Would teachers in American schools with less flexibility be able to carve out that kind of time when under pressure to finish a unit or prepare for a state test? Would children be surrounded by teachers who encouraged them to create their own logs of learning?

Ten years ago, Stanford's Larry Cuban noted that computers in the classroom were being oversold and underused. In short order, the iPad craze could take the same turn. My lesson from ZIS is that we should make sure we have teachers who understand how to help children learn from the technology before throwing a lot of money into iPad purchasing. It wasn't the 600 iPads that were so impressive- it was the mindset of a teaching staff devoted to giving students time for creation and reflection. Are American public schools ready to recognize that it's the adults and students around the iPads, not just the iPads themselves, that require some real attention?
This article arises from Future Tense, a collaboration among Arizona State University, the New America Foundation, and Slate. Future Tense explores the ways emerging technologies affect society, policy, and culture. To read more, visit the Future Tense blog and the Future Tense home page. You can also follow us on Twitter.

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The Smart Way to Use iPads in the Classroom

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Touch-screen tablets for young students have become all the rage. Some districts are even buying iPads for every kindergartner, a move sparking both celebration and consternation. Do we really want to give $500 devices to kids who can't even tie their shoes? What are these schools doing with these devices, anyway?

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Cyberbullying