
Contents
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Introduction Introduction
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Adopting Technological Inevitability Adopting Technological Inevitability
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Social Networks Sites and Deterritorialization Social Networks Sites and Deterritorialization
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The Music Teacher Facebook Study The Music Teacher Facebook Study
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Study Objective Study Objective
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Methodology Methodology
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Facebook Group Selection and Characteristics Facebook Group Selection and Characteristics
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Data Collection Data Collection
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Data Analysis Data Analysis
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Types of Post Types of Post
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Sample Posts for Each Category Sample Posts for Each Category
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Celebration Celebration
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Resource Resource
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Inspiration Inspiration
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Call to Action Call to Action
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Frustration Frustration
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Humor Humor
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Music Teachers Facebook Group Music Teachers Facebook Group
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MT User Perspectives MT User Perspectives
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Little Kids Rock Teachers Facebook Group Little Kids Rock Teachers Facebook Group
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LKRT User Perspectives LKRT User Perspectives
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Discussion and Synthesis Discussion and Synthesis
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Users’ Experiences Users’ Experiences
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Music Teacher Professional Development Music Teacher Professional Development
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Poster as Educator and Learner Poster as Educator and Learner
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Asynchronous Re-engagement Asynchronous Re-engagement
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Conclusions Conclusions
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References References
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7 Online Collaboration in Supporting Music Teaching and Learning
Get accessRadio Cremata is an associate professor and chair of music education at Ithaca College. He earned his doctorate degree in music education from Boston University, his master’s degree from Florida International University, and his bachelor’s degree from the University of Miami. Before joining Ithaca College in 2013, Dr. Cremata taught K-12 music in Miami, Florida, for over 15 years. His teaching and research reflect his commitment to innovation, progress, and reimagining the future of music education. He teaches courses, gives master classes, and presents at national and international conferences on such topics as technology-based music education, informal learning, urban and at-risk music education, popular music education, music education for learners with special needs, emerging practices in music education, culturally responsive pedagogies, and distance/online music education.
Bryan Powell is an assistant professor of music education and music technology at Montclair State University. Prior to joining MSU, Bryan served as the director of higher education for Little Kids Rock and the Interim Director of Amp Up NYC, a partnership between Berklee College of Music and Little Kids Rock. Bryan is a musician and music educator with public school music teaching experience in the New York City Department of Education. He is an author of the Music Learning Profiles Project, an editor of the Bloomsbury Handbook of Popular Music Education, and has published multiple articles in peer-reviewed journals. Bryan is the founding editor of the Journal of Popular Music Education and is the executive director of the Association for Popular Music Education. Dr. Powell currently serves as the chair of the NAfME Popular Music Education Special Research Interest Group and is an International Affiliate for Musical Futures.
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Published:08 October 2020
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Abstract
Drawing from Jordan’s (2008) notion of deterritorialization, this chapter explores ways in which music teachers collaborate and exchange ideas in digitally mediated spaces. One such way is through Facebook. With over 1.1 billion unique monthly visitors, Facebook has changed the spaces for sharing music teachers’ pedagogical approaches and techniques, making it a potentially powerful tool for music teaching and learning. This chapter will examine the use of two private Facebook groups: Music Teachers (32,000+ members) and Little Kids Rock Teachers (1600+ members). Utilizing guidelines of content analysis outlined by Bauer and Moehle (2008), we examined over 800 written posts from these Facebook groups to better understand the ways teachers use Facebook to build community, share resources, and collaborate. We surveyed participants who are the most active posters on these two social media sites to develop an understanding of how these tools function as a vehicle for music teaching and learning. Building off Salavuo’s (2008) notion of social networks as a medium for sharing and providing information for music learning, this chapter examines the content of teachers’ engagement. An examination of emergent themes found in the content of Facebook posts reveals insights into the sorts of collaborations music teachers have in social media.
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