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Preparing Tomorrow’s Music Teachers
Estrella, S. (2005). Preparing Tomorrow’s Music Teachers. Music Education Technology. Retrieved 27 February 2008 from http://web.ebscohost.com.ezproxy.lib.uts.edu.au/ehost/pdf?vid=5&hid=105&sid=a73ca6d6-9d74-4116-acc0-50f536bec259%40sessionmgr102
Preparing Tomorrow’s Music Teachers
Computers are a now a vital part of our society and everyday lives. Industries have been impacted upon dramatically with the emergence of computer and digital technology. Schools and colleges have computers in classrooms and labs, but in some cases there are some evident challenges of how exactly it can be integrated into the learning program. The writer of this article explores how theses challenges are being overcome so that tomorrows ‘music’ educators can be well prepared and equipped to teach with the technology that is available to them.
Estrella has chosen to focus music colleges in the United States who have visions of making good use of technology in the music education sector. Berklee put out a proposal which highlighted their belief regarding music technology, “Today’s technologies allow music students to participate actively in the learning process, gaining confidence while developing critical thinking and problem-solving skills. Music teachers can also use technology to create media-rich learning experiences for their students while extending their reach beyond the classroom walls”. I think that is quote is very positive, and quite inspiring. I believe that all schools should have a positive outlook at what technology can offer in the music classroom. As various means of technology are already installed in school, and students’ interest are technology directed, the “gap” should be closed so that learning can be enhanced. Music educators therefore need to be ready to use technology as a valuable teaching tool.
Estrella highlights how programs in schools and colleges are already overloaded that is it difficult and problematic to create a separate class or subject based on technology. The learning institutions then saw how the best approach to overcome this was to integrate the technology into music program. With the emergence of music education software (and hardware), this can be done quite easily. As reviewed in another article critique, there are numerous programs available which cater for the different musical learning and age levels. Estrella (2007) therefore identifies that tomorrow’s music educators “will bring technology-enhanced music education to our schools around the country”. I see that it the responsibility of tertiary institutions to train and equip future teachers with the ability to do so.
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