Classrooms and chat rooms: augmenting music education in initial teacher education
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Author(s)
Klopper, Christopher
Weir, Katie
Year published
2015
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This paper reports on a design-based research project that investigated the possibilities of creating a novel learning environment in a music teacher education course that would enhance student engagement and learning outcomes. It substantiates the pedagogical possibilities and practicalities of implementing instructional delivery technologies to augment music education as a valuable and productive way forward in addressing ongoing issues of quality and sustainability in initial teacher education. A range of pedagogical possibilities used to augment face-to-face interaction is presented. These illustrate how creating ...
View more >This paper reports on a design-based research project that investigated the possibilities of creating a novel learning environment in a music teacher education course that would enhance student engagement and learning outcomes. It substantiates the pedagogical possibilities and practicalities of implementing instructional delivery technologies to augment music education as a valuable and productive way forward in addressing ongoing issues of quality and sustainability in initial teacher education. A range of pedagogical possibilities used to augment face-to-face interaction is presented. These illustrate how creating opportunities for students to engage in a range of social interaction and collaborative activities encourages a diversity of perspectives and dynamic exchange - a technological revolution through instructional evolution.
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View more >This paper reports on a design-based research project that investigated the possibilities of creating a novel learning environment in a music teacher education course that would enhance student engagement and learning outcomes. It substantiates the pedagogical possibilities and practicalities of implementing instructional delivery technologies to augment music education as a valuable and productive way forward in addressing ongoing issues of quality and sustainability in initial teacher education. A range of pedagogical possibilities used to augment face-to-face interaction is presented. These illustrate how creating opportunities for students to engage in a range of social interaction and collaborative activities encourages a diversity of perspectives and dynamic exchange - a technological revolution through instructional evolution.
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Journal Title
Australian Journal of Music Education
Volume
2015
Issue
1
Copyright Statement
© 2015 ASME and the Authors. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and Pedagogy not elsewhere classified
Education
Psychology and Cognitive Sciences
Studies in Creative Arts and Writing