000			03454cam a2200433 i 4500
001			ocn855362813
003			OCoLC
005			20251028093319.0
008			130802s2014 nyua b 001 0 eng
010			_a 2013031624
035			_a(Sirsi) i9780199890590
040			_aDLC _beng _erda _cDLC _dYDXCP _dBTCTA _dBDX _dUKMGB _dYBM _dOCLCF _dIAK _dJYJ _dVF$
016	7		_a016611970 _2Uk
019			_a879147071
020			_a9780199890590 (alk. paper)
020			_a0199890595 (alk. paper)
020			_a9780199890613 (alk. paper)
020			_a0199890617 (alk. paper)
035			_a(OCoLC)855362813 _z(OCoLC)879147071
042			_apcc
050	0	0	_aMT 1 .B337 2014
049			_aVF$A
100	1		_aBauer, William I.
245	1	0	_aMusic learning today : _bdigital pedagogy for creating, performing, and responding to music / _cWilliam I. Bauer.
264		1	_aNew York : _bOxford University Press, _c[2014]
300			_axvii, 201 pages : _billustrations ; _c23 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aA conceptual framework for technology-assisted music learning -- Technology fundamentals -- Creating music -- Performing music -- Responding to music -- Assessment for music learning -- Instructional design -- Productivity and professional development.
520			_aGrounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes -- creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and best practice literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. It is not a "how to" book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning.
650		0	_aMusic _xInstruction and study _xTechnological innovations.
650		0	_aMusic and technology.
650		7	_aMusic and technology. _2fast _0(OCoLC)fst01030490
650		7	_aMusic _xInstruction and study _xTechnological innovations. _2fast _0(OCoLC)fst01030370
994			_aC0 _bVF$
999			_c134022 _d134022