MUS8028 - Pedagogic Technology in Music Education
- Offered for Year: 2025/26
- Module Leader(s): Prof Paul Fleet
- Owning School: The School of Arts and Cultures
- Teaching Location: Newcastle City Campus
- Capacity limit: N/A
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| Total Credits: | 20.0 |
Aims
Pedagogical Technologies is designed to provide students with broad theoretical knowledge and practical, skill-based competencies relating to the use of technology in music education, from early years through to secondary and higher educational contexts. A combination of theoretical study and practical work in technology for music education will support understanding, analysis and evaluation of differing educational practices.
Students also develop their understanding of digital learning technologies and how these may be applied in curriculum design and lesson planning. Furthermore, the module will support understanding of potential uses of emerging technologies and will support students to design and develop their own technologies for use in varied music education contexts. In short, the aim of the module is to synthesise, evaluate, create and apply physical and digital technologies relevant to music education.
Outline Of Syllabus
Topics in the module may include:
- Contextual, practice-based case studies
- Introduction to TPACK methodology
- Exploration of physical technology
- Exploration of digital technologies
- Recording for music education
- Music production
- Embedding pedagogical technologies across the curriculum
- Reflective practice and curriculum design
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning and Teaching Activities | Lectures | 11 | 2:00 | 22:00 | Weekly lectures to support learning |
| Scheduled Learning and Teaching Activities | Workshop | 1 | 2:00 | 2:00 | Workshop |
| Structured Guided Learning | Lecture Materials | 11 | 2:00 | 22:00 | Per week activity |
| Guided Independent Study | Skills Practice | 11 | 2:00 | 22:00 | Each week the student would engage with the technologies presented to build up their skills. |
| Structured Guided Learning | Structured non-synchronous discussion | 11 | 2:00 | 22:00 | Discussion Board on Canvas: monitored and contribution by teaching team |
| Guided Independent Study | Directed research and reading | 1 | 37:00 | 37:00 | Guided reading from the reading list with gingerbread trails for directed scholarship and manufacturer resources (including training manuals). |
| Guided Independent Study | Reflective learning activity | 11 | 1:00 | 11:00 | Students to keep a reflective journal throughout the module which will then support the formative and summative assessments. |
| Guided Independent Study | Online Discussion | 11 | 1:00 | 11:00 | Online ‘playground’ where students can test ideas in a safe online space. |
| Guided Independent Study | Directed research and reading - Skills practice | 11 | 1:00 | 11:00 | Online materials and programmes for familiarisation. |
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | This includes formative and summative assessment preparation that includes research, familiarisation, and live testing of idea and methodologies across the cohort. |
| Total | 200:00 | ||||
Teaching Rationale And Relationship
The module begins by critiquing the expected experience of students entering music education at nursery, primary, secondary, and higher education levels and relating this to the pedagogical principles of educational development from educators and policy makers. The following sessions then take case studies of different music technologies to understand and analyse their application in the classroom. The module concludes with a mapping exercise of educational levels, benchmarking documents, and digital packages which the educator can then take into the classroom.
Present-in-person and non-synchronous lecture materials work together to introduce students to a range of established and emerging technologies, along with pedagogical theory relating to music education (early years/nursery age to end of secondary schooling, 3-18 years) (K1; K2; K3).
Present-in-person small-group seminar teaching consolidates learning from the lecture materials and will support students to question and debate the theory, issues and challenges introduced in the lectures. The small group discussions will also encourage students from a range of international contexts to compare and contrast their own experiences of digital and elearning strategies in the classroom (K1; K2; K3).
Present-in-person workshops will further complement and consolidate lecture materials, introducing a range of technology related pedagogies with practical, hands-on opportunities to help students to gain a broad understanding of different resources and approaches to their practical application, exploring them from the perspectives of both pedagogue and pupil (K2; K3; S2). S3).
Non-synchronous materials will include directed and/or student led learning materials such as engagement with set readings, viewing video content and evaluating materials reading to pedagogic technologies. Other non-synchronous materials will be relevant to the different types of final assessment and to reflective practice in music education (K1; K2; K3; S2; S3; S4).
The online discussion board and discussion sessions provide opportunities for students to test their own ideas and to seek guidance and feedback from peers and the module staff on these. These spaces will inform, assessment completion and practical work along with supporting students to develop skills and reflective competencies needed within the classroom and beyond as they progress through Pedagogical Technologies (K3; S1; S2; S3; S4).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams:
| Description | Semester | When Set | Resit available off-campus | % | Comment |
|---|---|---|---|---|---|
| Summative Portfolio | 2 | A | Yes | 100 | Students will produce the teaching plan and materials for a session which will be practically demonstrated in front of the cohort who are acting as pupils. Students will be assessed in three areas: 1) before the event: 40% will be on the teaching materials and lesson plan, 2) during the event: 30% will be on the practical delivery of the teaching sessions, and 3) after the event: will be a piece of reflective writing following the delivered session 30%. |
Formative assessment:
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Portfolio | 2 | A | Students produce a case study and teaching plan regarding a particular pedagogic technology. |
Assessment Rationale And Relationship
The assessment asks the student to consider their practice and its effect in design, application, and assessment to provide opportunities to explain and explore a holistic understanding of pedagogic technologies. Students are expected to be able to confidently embed technology in their teaching.
The formative portfolio assessment students produce a case study and teaching plan regarding a particular pedagogic technology. They are assessed on the following task specific criteria (K1; K2; K3; S2; S3):
1. Application of the TPACK framework or a formal Constructivist Methodology and in respect to a particular learning environment;
2. Critique of the value of the technology in the learning environment to create a single lesson plan that demonstrates how the technology is embedded into the learning design;
3. Explanation of how it is formatively assessed during a proposed teaching session, and, if applicable, how it would contribute towards the summative assessment given to the students.
The summative assessment requires students to produce the teaching plan and materials for a session which will be practically demonstrated in front of the cohort who are acting as pupils (K1; K2; K3; S1; S2; S3; S4).
Students will be assessed in three areas: 1) before the event: 40% will be on the teaching materials and lesson plan, 2) during the event: 30% will be on the practical delivery of the teaching sessions, and 3) after the event: 30% will be a piece of reflective writing following the delivered session. They will be provided with appropriate task specific criteria relating to the learning opportunity they are designing and delivering.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/