Below are ways in which Kristen and I use music technology in the preparation of future teachers, especially for the PT3 grant.

The Online Portfolio Assessment project, a collaboration led by Kris Albert and Floyd Richmond establishes an online portfolio for all music education majors. This project allows the music education faculty to evaluate the ongoing progress of their students through a number of courses. It allows the inclusion of items which would not be found in a traditional portfolio. It allows students to promote themselves to future employers in a professional and contemporary manner. Finally, the project represents theWest Chester University Music Education Department in a favorable light. Students in methods classes contribute items to their online portfolio as described below:
 
 

Online portfolios may be viewed at http://courses.wcupa.edu/frichmon/portfolios/

MUE 201 ó Introduction to Music Education

• I developed a diagnostic test which students are encouraged to use to determine if they have the necessary basic computing skills for success in the professional sequence. The test is found at http://courses.wcupa.edu/frichmond/techpqt/

• Students complete lessons on music fundamentals using Music Ace
• Students practice note identification using online and computer-based software.
• Students practice aural skills and hand-signs using computer-based software.
• Students compose music using "building-block" software.
• Students complete additional interactive activities as directed on my resource page: http://courses.wcupa.edu/frichmon/omea/

• Students complete a notation project.
• Students learn to use notation software as a tool for teaching music.
• Students burn a CD using sequencing software.
• Students learn to use sequencing software as a tool for teaching music through the manipulation of orchestration and expressive elements.
• Students complete a review of instructional software in music
• Students create a music lesson which is posted to the internet. Examples are found at http://courses.wcupa.edu/frichmon/mue332/fall2001/
• Students complete a micro-teaching integrating technology (notation, sequencing, electronic instruments, internet, instructional software, or multimedia).

• Students complete a spreadsheet assignment illustrating the use of the spreadsheet as an instrumental teacher might use it (gradebook, fund raising, band budget, etc.)
• Students complete a database assignment illustrating the use of the database as an instrumental teacher might use it (music library, uniform list, instrument inventory, student list)
• Students design part of a marching band show using Show Design software.
• Students write a percussion cadence which is played on the electronic keyboards in the Music Education Resource Room
• Students arrange for brass and woodwind ensembles using the notation software in the Music Education Resource Room.

• E-mail is used to facilitate communication with students. This includes distribution of the syllabus, the coordination of observation times, answering questions that students have during their assignment, and the submission of student schedules to the teacher.
• Students video tape themselves and prepare the tape for use in their online portfolio

I created nine new music technology courses, a certificate program and a Masters degree in Music Education with a concentration in Music Technology for inservice teachers.