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Lakehead University
Integration of Technology
result, methods such as mobile e-learning is becoming a preferred learning tool in a majority of
classrooms (as supported in policies such as Growing Success). Due to this upsurge of classroom
technology, educators must be aware of how to effectivity use it to enhance the learning of
students. Without consideration, the including of technology may hinder the process of the
learner.
Effective technology integration will broaden the available lesson delivery styles, foster
inquiry centered education, thus moving away from the Banking Model of Education put forth
by Paulo Freire (also known as the Pedagogy of the Oppressed), and allow for deliberate
utilizing the flipped classroom, and the use of technology to scaffold creativity, particularly in
music education, educators will be able to effectively incorporate technology into todays
modern classroom.
Recent advancements in technology have enabled new teaching tools to be utilized in the
classroom. Blended learning is a teaching model that incorporates technology and face-to-face
learning in a classroom setting. This technique utilizes multimedia textbooks, online quizzes,
discussion forums, as well as other e-learning sources to enhance learning for students while
important to utilize tools that complement individual learning needs. Some students may learn
effectively from lecture or textbook teaching styles. Alternatively, students may prefer hands on
Integration of Technology
activities or videos in class. By using blended learning in the classroom teachers can modify and
accommodate different learning types while providing more one-on-one feedback to students.
flipped classroom. In this teaching style, the traditional classroom setting is inverted, allowing
in-class time for interactive activities as the traditional lectures are to be completed at home,
effectively replacing homework (Gomez et al 2016). Students are required to watch short videos
and other multimedia sources developed or organized by their teacher before they come to class.
With this removal of in-class lectures, students are engaged in activities that allow them to
actively apply their knowledge and ask questions during class time.
learning is enhanced when students construct and negotiate meaning, this is utilized in the
flipped classroom (Leo & Puzio, 2016). During class time, students are applying their new
knowledge to real world application scenarios with guided instruction provided by their teacher.
Teachers take on more of a facilitator role through providing student-centered feedback during
instruction time. Flipped learning enables students to learn at their own pace as they can pause
and re-watch material covered in lecture. Furthermore, students can go over concepts they are
Studies looking at blended learning, more specifically the flipped classroom have
concluded that students developed an increased appreciation for group work and technology
innovation as a result of the change in classroom teaching. Students report feeling more
empowered to use new technology to find answers on their own (Leo & Puzio, 2016). Moreover,
educators have identified that this methodology enhances discussion between students and their
instructor as students are asking specific questions about material. This enables teachers to
Integration of Technology
determine where their students are struggling and provide direct feedback in class to help
students succeed. Interestingly, it has been noticed that more material can be covered in a flipped
classroom with an increase in overall academic achievement for a class. Finally, when this
method is utilized it increases positive attitudes towards a subject. For instance, science students
were more interested in the subject as a result of more hands on application activities while
learning at their own rate, in comparison to lectures and note taking. It is clear that blended
learning and the flipped classroom can be a tool that increases interest, inquiry, and achievement
in students.
There are only a few noted disadvantages of incorporating a flipped classroom into
teaching. Teachers are required to have some tech savvy in order to utilize the tools available
for e-learning to their potential. They also need to realize that the transition to a flipped
classroom is not an easy one, it will involve much planning and organization on the teachers
part to have activities during class time with prepped videos for students to watch at night.
Furthermore, if students are progressing through materials at a faster rate, this will put the
pressure on teachers to have more material available to students to learn. Finally, it is important
that students have access to resources (internet, computers, smartphones) to make this accessible
for all students in a classroom setting. Even though a flipped classroom will require time and
organization on the teachers part to set up, benefits of a flipped classroom are significant in the
learning of students.
As educators, one of our goals it to inspire the next generation of learners. To do this we
must demonstrate our passion for subjects through our lesson plans and teaching. Through
utilizing blended learning teachers are able to incorporate multimedia into lessons, providing
enriched resources to student the way textbooks and lectures have failed to do so in the past
Integration of Technology
(Tawfik & Lilly, 2015). Blended learning and incorporating a flipped classroom is a powerful
tool due to its flexibility, customization, and accessibility for students. When successfully used
(2012) when integrating technology into the classroom, it is all too easy to be drawn in by the
flash and quick spark of technology (p. 2). This implies the challenge of passively adding the
use of technology with no definitive justification for its including can be detrimental to the
development of the learner. Watson (2011) states leading students in meaningful creative
activities must go beyond simply providing helpful technology tools or even instruction in using
those tools (p. 2). Through innovative tasks and assignment put forth by the instructor, students
will be able to explore their musical stylings through the avenue of technology.
With the advent of personal devices, electronic musical instruments, the MIDI file
software and hardware, the development of the Internet, and multiple free-access editing
programs, teachers and students have never had more tools at their immediate disposal. As
Audacity and Garageband alleviate the requirement for traditional instruments (which are
notoriously expensive). This moves the education out of the Western Classical Traditions by
opening the parameters of what is teachable music, increasing the accessibility of the subject.
Technology is then being used to provide students with the opportunity for active music
making. The increased opportunity for active musiking will also increase the students access to
Integration of Technology
interact with their personal creativity through activities centered on Vygotskys Zone of Proximal
there will most likely be a reduction in the fear associated with attempting creative outlets (as
identified in Watsons Eight Principles for unlocking musical creativity (Watson 2011, p. 6)).
Creating safe introductory experiences to creative musical work can set the stage for more
social music making and exploration in later projects (Ruthmann 2012, p. 12). With effective
use of technology, in conjunction with explicit parameters, students will be scaffolded into
Apps such as Brian Enos Bloom and Trope apps for Apple software are strong examples
of immediate active music making. The apps are based on pre-programmed musical algorithms,
which become an improvisational duet partner with the user, providing visual and aural
feedback. Ruthmann notes that for students who are more reluctant to begin exploring their
creativity through music, apps such as these can be a great way to introduce the foundations of
musical creativity, such as critical listening and improvisation. From here, the educator can move
the students to more open technology software, such as Audacity, to further their creative
development.
intrinsic motivations first for their students and moving to more extrinsic motivations as they
become more comfortable with exploring their personal creativity. Howard-Jones (2002)
references the importance of this practice, maintaining the intrinsically motivated state is
conducive to creativity, whereas the extrinsically motivated state is detrimental (p. 2). By
introducing projects that enable to students to self-direct and facilitate their learning through a set
Integration of Technology
computer application, the teacher will be able to observe notable grow in the students self-
Conclusion
Technology in the classroom is a teaching tool that can enhance or hinder the learning of
accomplish this, we must demonstrate our passion through our lesson plans and teaching. With
the expansion of classroom technology, it is imperative for teachers to be up to date with current
expertise and resources available to educate and inspire students. It can be seen that effective
technology integration will not only broaden lesson delivery styles but also nurture inquiry
centered education allowing for scaffolding of instructional material. With integration of blended
learning techniques such as the flipped classroom along with utilizing technology to develop
References
Gonzalez-Gomez, D., Jeong, J. S., Airado Rodriguez, D., & Canada-Canada, F. (2016).
016-9605-9
that Foster Creativity in the Classroom. International Journal of Technology and Design
Education, 12(215-226).
Leo, J., & Puzio, K. (2016). Flipped Instruction in a High School Science Classroom. Journal Of
Ruthmann, S. A. (2012). Engaging Adolescents with Music and Technology: Engaging Musical
Tawfik, A. A., & Lilly, C. (2015). Using a Flipped Classroom Approach to Support Problem-
Watson, S. (2011). Using technology to unlock musical creativity. Oxford University Press.
Zhang, Y., Dang, Y., & Amer, B. (2016). A Large-Scale Blended and Flipped Class: Class Design