Music+and+Technology+Integration

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The Technology Integration Model: Student descriptors for each cell of the Technology Integration Model. These are the levels of technology integration into the Curriculum. from the teacher (or from other source) Example: students watching an instructional video on a website or using a computer program for practice activities. || Students are using technology in conventional ways. The teacher is in control of the class. || Students work independently with technology tools in conventional ways. Students are developing a conceptual understanding of technology tools and begin to engage and understand these tools || Students understand how to use many types of technology tools, are able to select tools for specific purposes and use them regularly. || Students have options on how and why to use different technology tools. Students are able to extend the use of tools in unconventional ways. Students are focus on what they are able to do with technology. The technology tools become an invisible part of learning. || when using technology. Students collaborate using technology tools. || Students have opportunity to use collaborative tools, such as email, in conventional ways. These opportunities for collaboration with others through technology or in using technology are limited, and are not a regular part of their learning. || Students have a beginning level of conceptual knowledge of using technology tools for working with others. || Technology use for collaboration by students is regular and normal in this setting. Students choose the best tools to use to accomplish their work. || Students regularly use technology tools for collaboration, to work with peers and experts irrespective of time zone or physical distances. ||
 * || Entry || Adoption || Adaption || Infusion || Transformation ||
 * Active || Students receive information
 * Collaborative || Students primarily work alone
 * Constructive || Students receive information from teacher via technology. || Students begin to utilize technology tools (such as graphic organizers) to build on prior knowledge and construct meaning. || Students begin to use technology tools independently to facilitate construction of meaning. With their growing conceptual understanding of the technology tools, students can explore the use of these tools as they are building knowledge. || Students consistently have opportunities to select technology tools and use them in the way that best facilitates their construction of understanding. || Students use technology to construct and share knowledge in ways hat may have been impossible without technology. They have a deep understanding of the technology tools that allows them to explore and extend the use of tools to construct meaning. ||
 * Authentic || Students use technology to complete assigned activities. || Students have opportunity to apply technology tools to content and specific activities. || Students begin to use technology tools on their own activities that have meaning beyond instructional setting. || Students begin to use technology tools to complete activities that have meaningful context beyond the instructional setting. Students regularly use technology tools, and are comfortable in choosing and using the tools in the most meaningful way in each activity. || Students explore and extend the use of technology tools to participate in projects and higher order learning activities. Students regularly engage in these types of activities that may have been impossible to achieve without technology. ||
 * Goal-Directed || Students receive directions, guidance, and feedback. For example, students may work through levels of application that provides progressively more difficult practice activities. || Students follow procedural instructions to use technology to either plan, monitor, or evaluate an activity. || Students have opportunities to independently use technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities. Students explore the use of the technology tools for these purposes. || Students regularly use technology tools to set goals, plan activities, monitor progress, and evaluate results. The students know how to use, and have access to, a variety of technologies from which they choose. || Students engage ongoing meta-cognitive (such as problem solving) activities at a level that may have been unattainable without the support of technology tools. Students are empowered to extend the use of technology tools and have greater ownership and responsability for learning. ||

The Technology Integration Model in the General Music Curriculum.

Teacher begins to use technology tools to deliver curriculum content to students. || Adoption Teacher directs students in the conventional and procedural use of technology tools. || Adaptation Teacher facilitates students in exploring and independently using technology tools. || Infusion Teacher provides the learning context an the students choose the technology tools to achieve the outcome. || Transformation Teacher encourages the innovative use of technology tools. Technology tools are used to facilitate higher order of learning activities that may not have been possible without the use of technology || Students are actively engaged in using technology as a tool rather than passively receiving information from the technology || Elements or Rhythm/ Elements of melody/ Elements of form/ Elements of sound. ||  ||   ||   ||   || Students use technology tools to collaborate with others rather than working individually at all times. ||  ||   ||   ||   ||   || Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. ||  ||   ||   ||   ||   || Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments. ||  ||   ||   ||   ||   || Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection. ||  ||   ||   ||   ||   ||
 * || Entry
 * Active
 * Collaborative
 * Constructive
 * Authentic
 * Goal Directed