Conclusion

Technology integration can look different depending on the specific music classroom. Think of technology as a way to reach students who are not being reached with current methods. In addition, think of technology as a tool that can help a student in achieving success in music-making where traditional methods could not. It will never be the end-all-be-all or replace the music educator. However, it can be used to assist all students with active music-making.

Project-Based Learning

Amy M. Burns presents the approach of Project-Based Learning (PBL) in the elementary music classroom. The PBL approach focuses on the students learning the skills of research and problem-solving by answering essential questions over a period of time. Burns and Cherie Herring contributed to the PBL activities. In addition, they also address the process of Design Thinking, where students problem-solve solutions using the method of empathizing, defining, ideating, creating a prototype, testing, and going through the process again to redefine and improve. Burns and Herring demonstrate how PBL and DT can span across the curriculum, while still keeping music at the core of the learning process in the music classroom. The projects are versatile and can be used in young to older elementary classrooms from one device in the classroom to a 1:1 classroom.

Orff Schulwerk

Ardith Collins writes about the wonderful and historical, evolving background to the Orff Schulwerk approach. With this approach, children learn music in a setting that is similar to teaching children a language through the concepts of play, sing, speak, and move. The approach is about process teaching, where higher value is placed on the learning process rather than the final product of the performance. Orff Schulwerk is child-centered music education with imitation, exploration, improvisation, and creativity at its core. Amy M. Burns demonstrates ways to utilize technology to assist students with various learning styles in creating, exploring, and making music.

Technology Integration with the Kodály Approach

Amy M. Burns integrates technology into the approach developed by Zoltán Kodály. With the current educational paradigm shifting to include more distance learning, these lessons demonstrate how to create online manipulatives that can be used in a classroom setting as well as an online platform. With the addition of a supplemental website that includes downloadable manipulatives, elementary music educators can successfully teach the approach in a variety of settings and scenarios with novice to advanced technological skills. In addition, the lessons can also be used for assessments, cross-curricular connections, higher order thinking skills, and sharing music making outside of the music classroom.

Why Would We Use Technology in the Elementary Music Classroom?

If the music classroom is meant to be a creative, safe, music-making space, how do educators balance technology in that space? Technology can be used in the simplest teacher-directed ways, as well as in a more student-centered “doing music” environment, depending on how the teacher wants to utilize it and how the students respond to it. Using approaches like Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, and Redefinition) model and Liz Kolb’s Triple E (Engage, Enhance, Extend) Framework can help elementary music educators realize how much technology they want to use and when it would be the best tool for the students’ learning styles.

What Is This Book About?

Technology evokes numerous feelings in educators, from frustrations to joy, when they try to utilize it in the classroom. It has the ability to be a very purposeful and efficient tool when used correctly. Research is showing that technology is becoming more prominent in education as more schools are adopting 1:1 technology. In addition, music educators are being evaluated on ways they use technology in their classrooms. Finally, educators are now teaching students who are digital natives. With all of this in mind, when technology is used well and has a meaningful purpose in the elementary music classroom, embracing it can enhance and bring another level of success to students.

Technology Integration with the Orff Schulwerk Approach

Amy M. Burns integrates technology into the Orff Schulwerk approach so that students with various learning styles can successfully create and make music. With the recent developments of teaching through distance learning, these lessons assist elementary music educators in teaching from a traditional classroom setting to teaching in an online platform. In addition, the supplemental website gives teachers downloadable manipulatives to successfully use in a variety of learning environments.

Technology Integration with First Steps

Amy M. Burns integrates technology into the 8-step workout offered in Dr. Feierabend’s First Steps in Music series. With the recent introduction of distance learning, these lessons not only can be used in a classroom setting but can also be used in an online format. With downloaded manipulatives from the supplemental website, elementary music educators can utilize these lessons with a variety of classroom settings, as well as with novice to advanced technological skills.

The Kodály Approach to Teaching Music

Glennis Patterson shares an overview to the approach created by composer, author, ethnomusicologist, educator, linguist, and philosopher Zoltán Kodály. She gives a thorough overview of his approach and the three-step sequence of prepare, present, and practice. Amy M. Burns offers ways to create visuals to assist with the presentation sequence. In addition, she demonstrates how to utilize technology to implement the practice sequence through lessons and manipulatives found in the book and on the supplemental website. The lessons can also be used for assessment purposes, lesson extensions, higher order thinking skills, and sharing their music-making with others outside the classroom. The lessons can be used by educators who have limited technology or those with 1:1 classrooms, and those with novice to advanced technological skills.

The Feierabend Approach

Dr. Missy Strong explains Dr. John Feierabend’s approach to what he calls his “30-Year Plan” for all students. With the right musical guidance in the elementary years, students will become tuneful, beautiful, and artful. Strong goes into detail about the eight-step workout found in Dr. Feierabend’s First Steps in Music for Preschool and Beyond to help students become fundamentally musical. Amy M. Burns offers ways to integrate technology into each step, giving music educators several ideas and lessons that can enhance the classroom when using Dr. Feierabend’s First Steps Approach. The lessons and ideas presented are ones educators can use for assessing their students, extending the lesson concepts, and sharing their music-making with others outside the classroom. The lessons can be used by educators who have limited technology or 1:1 classrooms, and those with novice to advanced technological skills.