History of Technology in Music Education response

step 1: The technology that influenced education in music the most, during the historical time represented in the video history of educational technology, is the radio. In “1917, WHA begins broadcasting music education programs; and in 1920, the division of the U.S. Department of Commerce began licensing commercial and educational stations. This was the beginning of classroom broadcasting to enhance education.” Though this educational advance in technology was great for what was to be in music technology education, it had its down falls. “Lack of equipment, scheduling difficulties, poor reception, programs not related to curriculum, and teachers disinterest were common reasons for why education programs were not listened to in the classroom”. Though these broadcasts for music education were not used in a classroom, the fact that they existed showed that there was a demand/interest for it in our culture. This influenced music education in that students could have exposure of a device that was easily accessible for the first time. This makes it much easier for students to gather information and experience performances related to music. Most importantly, this can develop an appreciation and enjoyment for the arts of our culture. Radio still has great jazz and classical stations that are educational in means of repertoire and providing an information hub of what and where the musical culture is happening. Good examples of these are New York’s jazz station WBGO’s 88.3 FM, and New York’s classical station WQXR 105.9. The biggest critique of broadcasting in schools would be that the school boards and administrators should have consulted with the music teachers. This would give them the chance to know how the broadcasters could make good use of the broadcasting in relation to curriculum. step 2: Based on the reading of the two texts, “Shifting Perspectives” and “A Social History of Media and Technology in Schools”, the one technology I think has had the greatest impact (for better or worse) upon formalized schooling in music, between the years 1820 and 1990, is the television. In “A Social History of Media and Technology in Schools” we read “At first she was impressed. She liked the fact that the news anchors were well-spoken teenagers. And it was glitzy, like MTV, with fast-paced music and colorful graphics. But beyond the aesthetic, she was skeptical.” This was in regards to the channel one programming which was a 12 minute required current events broadcasted program. It was definitely a marking point for technological history and media history. It has positive traits within its ability to really grab the viewers’ attention, but the fact that the teachers weren’t allowed to really utilize and incorporate this technology to relate to their subject area made it seem more of a nuisance than a saving grace. According to Grace, “Essentially, we had no control over the programming and couldn’t really use it as part of the classroom curriculum.” Thus, we have a great milestone in technology in the late 1950’s, but again, the problem was the school boards and administration who didn’t really consult with the teachers on incorporating new technologies, ultimately making it so that the broadcasting could not reach its highest educational potential. The real problem is not whether machines think, but whether men do. -- BF skinner The worst part of this was the company, Whittle, who supplied the TV’s to the school. They demanded that students watch certain commercials which had no educational benefits within the subject they were studying. This meant that this company was driven to gain consumers out of students. Since students were basically forced by law to watch commercials, it became a fiasco. “Protestors of channel one argued that the two minutes of commercials were a violation of students’ civil rights”. It was a forced advertisement. “Empirical research also validated the assumption that students purchase specific products because of the ads they see on Channel One which were both manipulative and harmful to students”. Though this broadcast got students’ scores seven points higher on average, the moral sacrifice makes the broadcast not worth it. step 3: Step Five: catch phrase: Appreciation and enjoyment is educational motivation to learn beyond curriculum