Using Mobile Devices in the Music Classroom

As a classroom Music teacher who seldom uses digital devices and tools, I have always been convinced that I can do without all of these as long as I have my students engaged in singing, moving and playing in music lessons. I have also stressed my view to my administrators that since the students are using digital devices in other classrooms, let them come to the music room to have a holistic experience of engaging their mind, body and soul through movement and music. However, I am gradually making a paradigm shift in my classroom with regards to incorporating mobile learning ever since I immersed myself in the 21^st century learning styles three months ago.

Why should I, as a teacher allow or require my students to use mobile devices to achieve learning objectives?

I believe the number one reason is that the people are moving into a fast pace digital world. Digital devices have become a necessity more than a fashion for survival. Though as much as I want to maintain the kinesthetic performance base elements in my classroom, I am persuaded there is a need for me to keep up with the current learning trend in order to prepare my students for the real world outside the classroom. In addition, there are many music apps in the market that really serve educational purposes.

I also see the advantages of mobile devices when used appropriately: i) enhance students engagement in interactive learning. ii) serve as a time management tool because students can have prior knowledge to the lessons with teacher’s guidelines before coming to class. Students can also continue to complete their projects outside class. iii) increase student knowledge and achievement as the students can do research and use different devices to create their own work of interest. iv) with the many music apps available, students can improve their music skills as well as composition skills such as creating and performing an orchestral piece using certain music apps.

Guiding principles for using mobile devices:

1)   The use of mobile devices must serve the purpose of learning, as the students are not using the devices simply to check that they have used them. For example: using a few apps on ipads to compose simple melody and rhythm, students must show that they can and know how to use those apps to replace pencils and papers. Otherwise it defeats the purpose of using mobile devices.

2)   The use of devices must be able to measure the learning outcomes. For example, by using mind map tools or any other music apps, students must show products of learning.

3)   Teacher must communicate clearly with the parents as to how, when and why their children are using mobile devices for learning. And the parents must be aware of their children’s usage of the devices.

4)   Teacher must teach the students how to use the devices in order for them to have a fruitful and effective lesson.

5)   Teacher must also give clear guidelines on how much usage of mobile devices are recommended in the learning as sing, dance and play are still the primary component in a Music lesson.

6)   Teacher must first research and go through all devices and tools that are to be used in the lesson before recommending to the students to foresee any glitches and challenges.

Mobile learning in the Music classroom:

1)   Video recording using ipads, smartphones, cameras: students can capture their performances and “Aha moment” in class for fine-tuning, feedback and peer evaluations as well as evidence of learning.

2)   Using mind mapping tools for music appreciation: students can create mind maps for visual learning after listening to and aurally analyzing a piece of music.

3)   Flipping class: teacher can post the music links and questions on Schoology for students to listen to prior to Music Appreciation class. This will help the students to enter the lesson with preparation. They can also complete their reflection after the class.

4)    Keeping track of their singing via a series of recording: my choir students can create a file on Schoology to save their own singing over a period to review and check for improvement. Their parents can also check on their progress and achievement.

5)   Creating a YouTube list of quality music relevant to class learning to discuss and share in the choir: students will be able to pull out examples from their lists to use as good or bad modeling.