Team+5

The iPad in Music Education **﻿** ** Introduction **

 In this past decade schools have been adapting to advances in technology. Teachers have learned to explore new devices and implement them in their classroom to leverage students learning. The ipad is a new piece of technology that has recently been introduced to the market. Schools have used it for hands- on and cooperative learning. Music education has made the iPad more prevalent in the classroom to apply it to student learning in several forms of music. “General” Music, Instrumental Music and Choral Music are the three basic forms of music that is taught in public schools (as cited in, Garcia, p.2). The iPad has profound ways to target each form with a technological hands- on approach. Student in kindergarten to college student have worked with the iPad in their music classroom. It offers many programs that push music education to a level that it has never reached. But is it an essential tool that enhances musical development, or is it a distraction to real learning of music?

** Definition **

Apple Incorporated released the iPad to the public in April 2010. It was introduced as a tablet computer. The iPad runs on the same operating system as Apples iPod touchs and iphones. To connect the iPad to the internet it has an internal wireless device (Wi- Fi). It has a multi-touch display screen that is 19.7×14.8 cm in dimension. The tablet includes a microphone for voice recording, two built- in speakers, and blue- tooth to connect to wireless keyboards and headphones. It can hold 16, 32, 64 GB of applications, music, videos, photos and more (as cited in iPad). There are over 90,000 applications available to purchase or download. A large number of those applications are related to music and education. Song writing, recording music, and learning the piano are available to students on the iPad. There are also applications that make collaboration and brainstorming easier.

** History **

The Apple iPad does not have a whole lot of history behind it but its concepts and ideas go back 18 years. In 1993, the Newton MessagePad 100 was the first tablet that Apple Inc. introduced. They also invented other tablets shortly after but decided not to put them on the market because they did not want to hurt the sales that the MessagePad was making. They made a MessagePad 2100 which was eventually discontinued in 1998. In 2007 Apple introduced the iPhone which became the basis, and smaller version, of what would eventually be the iPad minus the ability to make phone calls. After introducing the iPad to the public eye in 2010, Steve Jobs admitted that they had been working on the idea of an iPad before the iPhone but put the process on hold when they realized they could create the same system into a cell phone. In March of 2011, Jobs introduced the iPad 2 just about a year later from the first iPad. Apple claimed that the iPad 2 had a better processor which made it faster than the first. Regarding the appearance, it was virtually the same the thickness of the device. On the day that the iPad was introduced, 300,000 of them were sold and by May of the same year they had already sold 1 million iPads. In the time period between the release of the first iPad and the introduction of the second, Apple had already sold 15 million iPads.



** Issues with the iPad **

Looking at the iPad, a person would generally believe that there could not be much wrong with the system itself. One potential issue with the iPad could be the process of battery replacement if the original battery charge runs out and cannot keep its charge unless it is plugged in. First of all, the tablet can be charged by using a USB computer port which has a very low amp count. Because of this it will charge really slow if it is running while plugged in or may not charge at all. This could bring up an issue in schools if they need to be used and recharged constantly. Depending on how often you use the iPad in education, which may grow over time; it may be hard to keep a charge and its full speed and potential at the same time. Not only does the charge of the battery pose an issue but a full battery replacement may also be an issue. If the battery eventually loses its charge completely without being plugged in, Apple will send you a refurbished battery for $99 plus tax. If a classroom provides an iPad for every student in class, it may become difficult to replace unchargable batteries due to cost. Getting a refurbished iPad may pose an issue within itself. In the event of receiving a refurbished one, the owner may lose all of the personal information and data that is already stored into the iPad. This could cause a great problem within a school where educators and administrators may have data for the school and individual classes already stored. Some technology experts say that the security of the iPad may be an issue also. Some say that the iPhone had the exact same issue which allowed people to view personal data such as phone numbers and e-mail addresses (Mills, E.). This could be an issue while using iPads in school because if someone can retrieve phone numbers and e-mail addresses, that means that they would be able to view information such as students names and age that are in the system in the school district. So not only may the iPads security be at risk but potentially the children’s safety also.

** Advantages/Disadvantages of the iPad in Music Education Classrooms **

There are several advantages and disadvantages of using advanced technology such as the iPad in music education classrooms all over the country. One advantage is without the question the use of applications. Applications (apps as they are commonly referred to) come in many shapes, functions and sizes. There are several apps that can be used to hone performance practices such as a tuner, metronome, aural recording device, or even ear training. However, the iPad is not just for polishing performance practice and techniques. It is believed that the iPad can serve as a gateway for young students with no musical experience to start expressing musical ideas without a complete understanding of technique or notation (Criswell 32). A perfect example of this kind of app would be Singing Fingers. You can watch the attached video for an example of exactly what Singing Fingers can do (youtube.com).

media type="youtube" key="iCYA7N-vdZA" height="293" width="387"

Unfortunately, the iPad also brings several disadvantages to the classroom. An obvious hurdle to overcome would be purchasing the iPads. This new wave of technology is not exactly a cheap venture. Schools all over the country are scrounging together funding to purchase this new technology that could potentially be beneficial in the music classroom. Another disadvantage would be the development of the iPad as a crutch. With so many apps that allow students to express music without understanding notation could be a hindrance for them to take the time to understand music theory. This idea would be similar to what google has done to the desire for students to research an assigned topic. A lot of students now say that there’s no need to research because if they ever need the info they can google it. Another disadvantage is what technology would do to music and music education on the whole. The development of technology that can replace instruments detracts from music being such an organic art. Music is an art that is best experienced in person not replicated in artificial means.

** Future Direction of the iPad in Music Education **

The future of the iPad in music education is only limited by what the technology will allow. With new apps being created on a daily basis there truly is no telling what could be designed next. Perhaps the iPad could come up with revolutionary ways to restructure the notation system that we have used since the Renaissance. This is evidenced by an app called Sound Prism (Criswell 34). Perhaps technology could even replace the instruments themselves. Below is a video featuring the St. Lawrence String Quartet playing Pachalbel’s Canon in D.

media type="youtube" key="U8wjFmLQJT4" height="264" width="465"

They are doing so all on iPads using an application called Magic Flute (youtube.com). While this technology may not be as advanced as to completely replace instruments (as noted by the multiple occasions in the video with incorrect tuning) it is something that is now conceivable due to the vast potential of this technology.

** Conclusion **

In conclusion, the iPad is a useful tool in music education classrooms for children of all ages. It's vast potential is seemingly limitless in the impact it could someday have. While concerns over technology replacing instruments and cost among others are more than valid, the iPad is a device that has already positioned itself as a useful tool with educators. How much the iPad is used is decided by each individual educator. None the less, the iPad is a device that could have true staying power in the world of music education.

__ References __

(2011). //Magic Fiddle for iPad [St. Lawrence Stri // [Online video]. Retrieved September 17,

 2011, from www.youtube.com.

 (2011). // Singing Fingers // [Online video]. Retrieved September 17, 2011,

 from www.youtube.com

 Criswell, C. (2011, February). Technology on the Horizon. // Teaching Music //, // 18 // (5).

Garcia, A. T. (n.d.). The Case for Technology In Music Education. In //Scribd//. Retrieved September 18, 2011, from

[| http://www.scribd.com/doc/7469678/The-Case-for-Technology-In-Music-Education]

 iPad (n.d.). In // Wikipedia //. Retrieved September 17, 2011, from

[| http://en.wikipedia.org/wiki/IPad#Before_the_iPad.27s_launch]

<span style="font-family: Arial,Helvetica,sans-serif;"> Mills, E. (2010, January 28). In // cnet News //. Retrieved September 17, 2011, from

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">[| http://news.cnet.com/8301-27080_3-10443800-245.html]