Field Experiences Using iPads

Abstract

The purpose of this phenomenological case study was to investigate the lived experiences of preservice music teachers using iPads to engage secondary general music students in creating and performing music during field teaching experiences. Two questions guided this research study: (a) What are these preservice teachers' perceptions of their experiences using iPads to create music and to teach? (b) How do these experiences influence their perceptions of the technology's effectiveness as a teaching tool? Data were reflections of nine preservice teachers collected over 5 weeks. The essence of the experience was the preservice teachers' struggle to resolve tensions that emerged while using technology to create and teach music. Tensions caused some to examine cherished beliefs and practices and influenced their development of TPACK (technological pedagogical and content knowledge). Three themes support the essence: (a) tensions, (b) innovation and adaptation, and (c) influence of experiences on perceptions of technology.Technology is becoming increasingly prevalent in educational settings, and technological skills are a key element of 21st-century learning (International Society for Technology in Education, n.d.; National Association for Music Education, n.d.;

Using the iPad as a Compositional and Pedagogical Tool

“…Some of these are discussed below. Riley (2013) and Reese et al (2016) explored how preservice music teachers use iPads, particularly during their professional experience placements. Through analyzing their reflection papers, Riley (2013) found that preservice teachers at the University of Vermont used iPads in a variety of ways, including for "rehearsal/performance assistance, creating music, teaching instruments, providing virtual instruments, audio/video recording, listening resources, and organizational support" (p. 83).…”

Formation of Readiness of Higher Education Institutions’ Students to the Introduction of Musical-Pedagogical Technologies

“…The purpose of the study (Dorfman, 2016) is to study the current ideas and problems of music teachers in schools with one-to-one technology programs. The scientists (Reese, Bicheler & Robinson, 2016) summarized the experience of music teachers using iPad services in their case study. In the pilot study the researcher (Chen, 2019) focused on using mobile tablets to compose music by middle-class pupils.…”

Learning Technology Integration From a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems

“…Learning becomes more relevant in the methods courses and more authentic in the field experience, but studies have identified issues with infusing technology integration into teacher education methods courses (e.g., Banas & York, 2014; Wetzel, Buss, Foulger, & Lindsey, 2014) and field experiences (e.g., Bullock, 2004; Reese, Bicheler, & Robinson, 2016) as well. For example, teacher educators who teach the methods course often model technology integration as commonly practiced within their field, and preservice teachers are given opportunities to pedagogically link technology with content (Bullock, 2004; Karchmer-Klein, 2007).…”

“…Although these integrated approaches can create authentic learning experiences that connect technology with teaching content knowledge, it is logistically hard to set up and manage. The challenges include difficulties with finding K-12 teachers who could mentor preservice teachers for technology integration (Karchmer-Klein, 2007; Polly, Mims, Shepherd, & Inan, 2010), the dependence on the methods course teachers’ capability and willingness to model technology integration (Buss et al, 2015; Dexter, Riedel, & Scharber, 2008; Wetzel et al, 2014), and preservice teachers’ limited knowledge and skills for teaching with technology (Dawson & Dana, 2007; Reese et al, 2016). In this regard, teacher educators are in need of an alternative way to provide authentic technology integration learning experience to preservice teachers.…”