ETEC 415 - Technology for Teachers

    My decision to participate in the Online Instructor Training Institute (OITI) was spurred on by the need of improving my technical skills. Having received new technology equipment this year, I felt that joining this cohort would direct me in the familiarizing of this recently acquired equipment.

    I have always loved working with technology. When music technology was first introduced, I was there at the beginning to find out what could actually be accomplished. In the mid-80's, during the beginning stages, technology was limited as far as what I would have liked to have happened with music notation, sequencing, composition and tutorials. Today, the possibilities are far reaching as to what one can do with music technology in and out of the classroom.

    The skills, ideas and concepts I have recently acquired through the OITI assignments have sharpened my awareness in the usage of technology partnered with education. I know that I am more comfortable utilizing technology in that I give it more priority as I strive to improve my delivery of the subject of music. With the age groups I come in contact with, technology plays a supportive role in my teaching. Improved visual aides, handouts, and powerpoint presentations are used to reinforce the lessons. Technology-enhanced activites definitely invites the students to be engaged and active participants.

    The assignments that required navigating the web for resources and evaluating those resources for validity was beneficial. It is a laborious task but one must be sure of one's resources. I now tend to be more cautious in the use of sites when doing research. I have discovered a number of new sites covering the topics of creating lesson plans and assessment tools, working on strategies for classroom management and cooperative learning, and discovering new venues for incorporating technology into my teaching.

    In regards to the use of music recordings and other multimedia, I always thought that one could use "whatever" because of the "educational" situation. Working through the copyright issues assignment, I better understand the many concerns that crop up in the area of copyright law. I found out that there are limitations to usage and one needs to know of the "fair use" act and criterias. I strive to be more conscious of what I utilize and how much of it I can use in the classroom and for our school special events.

    It was exciting to see the different venues for distance learning that were showcased this semester. Chat rooms, video streaming, virtual team building, live video streaming, online powerpoint, and websites were just a few that were introduced. These technological settings created powerful means of communication and online interaction among distance learning students.

    For one to be a successful distance learner, it is imperative that one needs to
1) operate with the skills and knowledge of being technologically efficient; 2) have access to equipment that is fully functional, compatible and up-to-date; 3) have connectivity with both instructors and fellow students.

ETEC 649 - Development of Online Course

    I am excited about the possibilities of distance learning! As students in ETEC 649, we were introduced to a number of "new" technologies and software created for the online environment.Through different tasks and assignments, we became more familiar in how to use these new technologies in a distance learning type setting. As the demand for distance learning increases, we need to be mindful of retaining the essential elements that have made traditional face-to-face learning successful. I believe that the new technologies we are presently exploring, will bring the learner more in contact with the DL instructor and the coursework itself.

     Web-enhanced curriculum was developed through the use of Blackboard, an online curriculum management tool. Due to the technology committee work I am involved with, I created an "online workplace" for tech members to synchronously and asynchronously, access announcements, information, documents, on-going projects, and online communication . I am convinced that the utilization of this type of management system for committee work will keep members current to information and more in touch with each other. On the other hand, like any other distance learning situation, the challenges of distance learning "students" would also apply to participating tech committee members. Similiar to DL students, committee members would have to get into the discipline of checking into Blackboard regularly. Committee members would have to get comfortable with the idea of posting to the discussion board and participating in chats. Another challenge is to create a “distance learning mentality," that using Blackboard to do committee work online is a viable goal.

    Personal teleconferencing was made possible through SightSpeed, the iBot Web camera and the Plantronics headsets. The idea of being able to communicate with another individual in this manner, is really exciting. It actually brings both parties closer together because there is a visual connection, as well as an audio one. Both body language and vocal nuances are preserved so that there is minimal room for unintentional misunderstanding. The concept of "distance learning buddies" made up for the much needed encouragement, sharing and support between fellow DL classmates.

    There is a wealth of interactive online activities that was explored while "playing" with distance learning technologies. One program in particular, Quiz Master, provides highly interactive games that capture the learner into "playing" and creates a fun way to learn. The implementation of these types of activities into curriculum delivery, will engage students to a higher level of learning and reinforce content retention.

    Until recently, I did not think that teaching music could successfully take place in the distance learning environment. In most cases, visual assessment, immediate feedback and instructional adjustment is necessary when teaching music. As we explored newer technologies, I began to think that there could be possibilities with audio and video files embedded into Web pages. I decided to approach and create my Distance Learning Curriculum project in the same way I teach multicultural songs in the classroom. I recorded the pronunciation and song through audio and the movement through video means. What is still missing in this distance learning venue, is the immediate feedback of seeing if the learner is actually learning the song and motions correctly. I have considered the possibility of teleconferencing to make up for this type of assessment. I will explore this venue in the future. I am excited about the potential of distance learning reaching a larger audience. And that the subject of music, can potentially be taught in the online environment.