Cross-posted at Fireside Learning
Many teachers shy away from contemporary music. Why? It could be because their own teachers did the same.
That quote comes from Ann, an aspiring music educator at the University of Tennessee-Knoxville
. She and 14 other pre-service teachers are enrolled in a section of IT486, Intro to Instructional Computing
, that I am teaching this summer. The course examines how to use technology to support teaching and learning and is designed to prepare novice teachers to integrate a variety of computer-based technologies.
One aspect of the course design that I really enjoy and value is the blog for reflective journaling. This is a required component. During the first week of the course, each student signed up for a blog at Google's Blogger
. They were given a certain amount of license in the look and feel of the blog, but the overarching rationale for the pre-service teacher blog is the same: to develop and practice the reflective process. (More on that later.)
But why blend an introspective mode of writing such as journal writing with a public medium such as blogs?
As Christopher Sessums
Collaborative weblogs promote the idea of learners as creators of knowledge, not merely consumers of information. A collaborative environment like the one I'm suggesting can allow peers to be seen as valuable sources of knowledge and ideas; a connection that participants can rely on beyond any formal classroom structure, i.e., collaboration leading to a community of interest.
So to that end, I have been making readerly comments
on each pre-service teacher's blog, and I am encouraging the class to follow, read, and comment on each others' blogs.
And now, to go a step further, I seek to shine a spotlight (or, in the case of our music major, "sound a trumpet") on some provocative posts in hopes of inducting our novice edubloggers into some of the wonderfully generous and nurturing networks of teacher/learners that have supported me in the past -- communities such as Fireside Learning
and Classroom 2.0
Ann's commentary on the state of music education strikes a chord because she describes a phenomenon that transcends content area and grade level: teachers tend to teach in the manner in which they were taught. Why is this so? How do we press forward into new realms of teaching and learning and resist falling back on tired and familiar practices that have outlived their effectiveness for today's learners?
What do you think? I invite you to visit Ann's blog
and share your thoughts and feedback with her.