As a wrap up, how about if we try to analysis the case of “iBand” example (http://mitesuperstars.blogspot.com/2011/09/innovation-or-just-shiny-gadgets.html) based on the analysis framework?
Just a recap of the case: students where taught music in a music lesson, by playing mobile tablet devices installed with music software. Students follow instructions by teachers to play the note, yet collaboration exists among students.
In the previous discussion, our group suggested that the case is innovative. Clive has pointed out previously that in the technological aspect, the case is innovative that latest ICT products (touchscreen devices) are used.
Let’s try to have a deeper analysis on this case. While the teachers’ role in the case has been discussed before, here I would like to point out the analysis with respect to (1) students’ role, (2) the ICT used, and (3) Connectedness.
(1) Students’ role
Cooperation and collaboration
- Certainly cooperation is found among students. They play the devices together aiming at attaining the same goal – to produce a song together
- Collaboration may be found as well – there may be discussion on the role played by each student before the actual performance. This requires the setting up a common language and meaning in the task
- Follow task instruction
- Presentation of own learning
- Electronic presentation of own learning (using the iPad to produce musical note)
- Engage in collaborative task with other students
My opinion is that, if there are more follow-up tasks among students regarding the music lesson, e.g., self-reflection or peer evaluation, then the case would be more innovative.
(2) School context – ICT structure
Based on the video, certainly there is a sufficient support of the ICT infrastructure – there are iPads for each student. Additionally, as we can see from the video, there are many computers along the walls in the classroom (just like our classroom’s setting). Musical instruments like digital piano, drums, etc. are all available. The iPads are also specialized, designed for the digital orchestra.
The connectedness in the case may score low. There is little connection of teaching outside the classroom. However, from the video, we may find certain “hidden connection” to the public throughout the students’ learning because their music performance was recorded and put onto YouTube. Students may have learnt something outside apart from just playing music – they may learn the way to prepare for a performance, the importance of rehearsal, how to cooperate in an orchestra performance, etc.. At the end, a student girl was interviewed, she may have learned the communication skills which is outside the music lesson curriculum too.