Improving Music Teaching and Learning through Online Service: A Case Study of a Synchronous Online Teaching Internship

Autor/in	Pike, Pamela D.
Titel	Improving Music Teaching and Learning through Online Service: A Case Study of a Synchronous Online Teaching Internship
Quelle	In: International Journal of Music Education, 35 (2017) 1, S.107-117 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761415613534
Schlagwörter	Online Courses; Teaching Methods; Music Education; Distance Education; Service Learning; Internship Programs; Role; Case Studies; Musical Instruments; Graduate Students; Music Teachers; Partnerships in Education; Adolescents; Disadvantaged; Synchronous Communication; Teacher Education; Educational Improvement; Interviews; Action Research + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Distance study; Distance learning; Fernunterricht; Service-Learning; Berufspraktische Ausbildung; Rollen; Case study; Fallstudie; Case Study; Musikinstrument; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Music; Teacher; Teachers; Musiklehrer; Hochschulpartnerschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Projektforschung
Abstract	This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01