Enhance your teaching with more than 200 strategies for integrating technology into the music curriculum.
Technology Strategies for Music Education is must reading for all elementary, secondary, and higher education music educators. This book is designed to be an overview and contains more than 200 strategies for integrating technology into the music curriculum, areas of competency leading to TI:ME certification, and a description of the Technology Institute for Music Educators.
The text was written by nationally recognized experts in the field of music technology:
- David Mash
- Floyd Richmond
- Kim Walls
- Peter Webster
- Thomas E. Rudolph
- William Bauer
Order your copy of Technology Strategies for Music Education.
Reviews
“This book is an immediate must for future-oriented music educators.”
Dr. Roger Dean, Chairman
Music Education and Therapy
Temple University
“Technology Strategies for Music Education is an excellent source of information for the administrator and teacher looking for ways to integrate technology into the curriculum. This publication should be read by everyone interested in the evolving role of technology in music education.”
Don Muro
composer, performer, author
“A pioneering publication… clearly and succinctly guides the reader through an overview of student and teacher technology strategies which support and enhance the content standards of the National Standards for Arts Education.”
Dr. Kenneth R. Raessler
Chair, Department of Music
Texas Christian University
“How can technology facilitate student achievement of the national standards in music? … Technology Strategies for Music Education… offers a well organized, realistic plan for music teachers to acquire the knowledge and skills necessary to utilize technology to full advantage in their instructional programs. A valuable initiative, indeed!”
Dorothy A. Straub
MENC Past President
Order your copy of Technology Strategies for Music Education.
INTRODUCTION
Technology Institute for Music Educators (TI:ME)
TI:ME is a non-profit organization whose goals and objectives include the development of in-service teacher training and certification in the area of music technology. It is devoted to helping music teachers learn how to integrate the tools of technology into the music curriculum. It supports the National Standards for Arts Education as adopted by the Music Educators National Conference (MENC) as well as the National Educational Technology Standards (NETS) of the International Society for Technology in Education (ISTE).
Purpose of This Publication
The Technology Strategies for Music Education are designed for in-service K-12 music teachers. This document contains strategies for integrating technology into the music curriculum, and the areas of competency leading to TI:ME certification.
This publication is meant to be an overview. It is not a course of study, it is not meant to be a textbook, and it does not represent a full description of the curriculum or courses endorsed by TI:ME.
A Word About The Second Edition
The second edition of this textbook addresses the developments in music technology software and hardware since 1998 when the first edition of this book was released. The numerous advances in computer software and hardware in the years since 1998 make a second edition necessary. For example, in past years there has been a trend by music software publishers away from creating stand-alone MIDI sequencers. As these programs matured, they increasingly integrated digital audio. Since the original Technology Strategies had a category entitled sequencing, it was necessary to update both the category and terminology to more closely match today‚s practices. The former category entitled sequencing has been renamed music production. Another change is the increased facility of individuals getting onto and navigating the Internet. In 1997 and 1998, the Internet was relatively new. Today, the Internet is available virtually everywhere. Much of the emphasis that was required in past years can be assumed as common knowledge today. The Internet has also matured substantially. For instance, it was common for a web page in the mid to late 1990s to consist primarily of a pictures, words, and links. Today‚s browsers support a host of additional features including interactive audio, video and instruction. These developments create overlap between the Internet and other categories such as instructional software, music production and multimedia production. The authors have decided that those parts of the Internet which can be addressed in others areas should be and that there is now little need to instruct teachers on the remaining content: how to use the Internet. The Internet category in the original technology strategies has been folded into the others. A detailed explanation of the revised TI:ME categories is found in Sections 1 and 2 of the book.
Finally, a second edition allows additional content to be included. The authors have increased the number of strategies for integrating music technology into music instruction by one third. Additional content also includes new chapters on standards, assessment and creativity. These new chapters address areas of importance to all music teachers, but especially those who are using music technology.
Because of the rapid pace of development in music technology, there will always be ongoing changes. The authors are confident that the future holds new and, as of yet, unimagined applications. TI:ME will continue to monitor the trends and work to inform music educators of the impact on the classroom.
Order your copy of Technology Strategies for Music Education.
