• Offered for Year: 2025/26

• Module Leader(s): Professor Paul Fleet
• Lecturer: Mr Fred Hollingsworth

• Owning School: Arts & Cultures
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

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

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 e-learning 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

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

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.

Reading Lists

• MUS8028's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• MUS8028's Timetable