Music Educators

Journal
http://mej.sagepub.com/

Teaching, Learning, and Living with iPads

Patricia Riley
Music Educators Journal 2013 100: 81
DOI: 10.1177/0027432113489152
The online version of this article can be found at:
http://mej.sagepub.com/content/100/1/81

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National Association for Music Education

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by Patricia Riley

Teaching, Learning,
and Living with iPads
Abstract: Tablet computers, engaging and dynamic teaching and learning tools, are increasingly prevalent in K12 schools and university settings. To help music educators make
informed technology choices for their classrooms, this article contains preservice teachers
reflections on how they used iPads to enhance their musicianship, teacher preparation, and/
or work with students in their practicum or student teaching placements. Categories of use
include rehearsal/performance assistance, creating music, teaching instruments, providing
virtual instruments, audio/video recording, listening resources, and organizational support.
Teaching suggestions, lists of recommended apps, and potential sources of funding for the
purchase of tablet computers are included.
Keywords: iPad, professional development, tablet computer, teacher training, technology

ooking around the chorus room at South

Burlington High School, I am pleased to
see many iPads in use. One is providing
a pitch reference, another is recording video
for playback and self-assessment, and several
more are displaying lyrics enlarged for easier
viewing. In addition, as university supervisor of the choral music practicum students
directing the rehearsal, I am taking observation notes on my iPad that I will later e-mail
directly to the student teachers machines.
After attending several conference sessions and app shares promoting the many
classroom uses of iPads and their applications for teaching, I decided to purchase one
and try it out. A longtime Apple user, I found
adapting to the functioning of the iPad quite
simple. Much of the preloaded software is
very similar to those on my MacBook Pro,
and many of the initial apps I downloaded are
adapted versions of software already in use
on my laptop, such as GarageBand, Skype,
and Dropbox. It was exciting to browse the
online App Store and download a plethora
of free or inexpensive apps. I started with

some musical instruments, such as Autoharp,

Mambo Bongo, iTriangle, and Percussive
(xylophone, glockenspiel, marimba, vibraphone, and kalimba), and progressed to other
music apps such as Epic Tune (chromatic
tuner), Ludwig (metronome), and the creativity tools SoundPrism and Singing Fingers.
Soon I was downloading apps to help
with my office productivity, such as Noteshelf,
Calculator, and Video Editor, and apps to
use for catching up on the days news and
weather. Many useful and innovative things
can be done with one small and highly portable device. As a music educator who often
has needed guidance in finding technology
that enhances instruction and fits the specialized needs of music education, I discovered
that iPads and other tablet computers might
well be the answer that music educators have
been looking for.
With the intent of investigating this possibility, I soon decided that iPads needed to be
obtained for my studentsmusic education
majors at the University of Vermont.1 If the
students were to find these portable devices

Patricia Riley is an associate professor and coordinator of music education at the University of Vermont in Burlington. She can be
contacted at priley@uvm.edu.

www.nafme.org

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Preservice teachers
discover some of
the benefits of using
iPads and ancillary
technology in music
programs.

Copyright 2013 National Association

for Music Education
DOI: 10.1177/0027432113489152
http://mej.sagepub.com

81

Tablet computers can enhance music teaching and learning and offer access to Internet resources.
(Photo courtesy of the author)

useful in their education and fieldwork,

perhaps others in my profession could
also benefit. Either way, since iPads are
increasingly prevalent in North American
society, it seemed obvious that my preservice music teachers needed experience
with them in order to be technologically
current. Consequently, I applied for and
received an internal university grant to
purchase twenty iPad3s and protective
casesenough for the number of students usually enrolled in our field courses
at any one time. I also decided that it was
not enough for students to simply sign
them out as needed for course work, but
that the students should live with them
not only for use with a particular project
or class but also to have available from
the time they entered their first practicum experience in the middle of their
sophomore year until they finished their
student teaching. The university provided
the hardware, and students downloaded
and owned whatever apps they found
82

most useful. This way, the students were

able to fully incorporate the iPads in their
teaching, learning, and everyday lives. So
far, this has been extremely successful.

Appealing Technology
Research conducted on the use of iPads
and other tablet computers for educational purposes began confirming my
thinking about the potential usefulness of these devices in music education. The iPad has received rave reviews
for attributes such as portability and
design, and the education community
is attracted by the many dynamic and
vibrant apps designed specifically for
this device.2 Tablet computers offer students the opportunity to listen to lectures, hear course-related music, and
transport large quantities of information
just about anywhere they go.3 The iPads
and other tablet computers can support
student-centered pedagogy by wirelessly

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connecting students to their learning

communities via the Internet.4 They can
also be used as e-book readers to effectively support personalized learning.5
In addition, a number of twenty-firstcentury skills can be supported by collaborations that use iPads.6
Transformative changes in teacher
practice and student learning due to the
use of digital technology are now under
way.7 The challenge for educators is to
motivate students to move beyond using
mobile devices for primarily social interactions to using them for educational purposes.8 One possibility is for teachers to
collaborate with students to develop curricula based on how and what students
believe they might learn by incorporating
iPads and other mobile devices.9
In a 2011 study at Seton Hall University in South Orange, New Jersey, iPads
were purchased for all faculty, academic
support staff, and incoming freshmen.
The goal was to create an educational
environment that would go beyond the
constraints of traditional classrooms by
expanding critical and creative thinking
through interactive approaches, providing
immediate access to information, increasing student engagement, and decreasing
student costs through the use of e-textbooks. In the first semester, a majority of
faculty used the iPads in every class session. A majority of students used the iPads
to achieve course objectives at least once a
week, and these students believed that the
use of iPads has had a positive effect on
communication with faculty.10 Connecting,
communicating, and creating with mobile
devices is quickly becoming a substantial
part of digital literacy that can powerfully
support student achievement.11
While I have been unable to locate
research describing the use of iPads in
music education settings, research has
been conducted in other subject areas.
Results of these studies include the successful use of an iPad to facilitate the
reading improvement of a student with
attention deficit hyperactivity disorder12
and the effective use of iPads to assist
students with autism spectrum disorders
in using spell-check tools.13 The touchscreen design and screen size of iPads
and other tablet computers are well suited
Music Educators Journal September 2013

for special needs students with poor fine

motor skills or limited vision. The technology can offer students a sense of
independence that they may have never
experienced before. Their simplicity, ability to be customized, and intuitiveness
are additional advantages.14 It has also
been documented that using iPads with
English language learners has assisted
with socialization and enhanced academic experience.15
While not a research study, a report by
Chad Criswell describes the use of iPads
in music classes. He states that this device
will potentially change the way we work.
Criswell interviewed William Bauer, technology specialist and associate professor of music education at Case Western
Reserve University in Cleveland, Ohio:
Bauer believes that students who dont
have a traditional music background or
who arent currently active participants in
their school music program may stand to
benefit the most from using tablet computers in music class. The multitude of
apps that allow one to be expressive without requiring an understanding of notation or other musical formalities make the
iPad in particular extremely accessible to
this part of the student population.16

As I learned more about how iPads

could be used successfully in schools,
it became increasingly clear that it
would be beneficial to obtain them for
our schools preservice music teachers.
The characteristics of iPads and other
tablet computers that were revealed
including portability, size, touch-screen
design, simplicity, ability to be customized, intuitivenessas well as the many
dynamic and vibrant apps available all
helped convince me to make this acquisition. I believe that these characteristics
also make tablet computers an excellent
choice for K12 music educators and
their students.

Reflections and Suggestions

The day the iPads arrived was a very
exciting one in the music building at
the university. The students who would
be receiving theirs first were notified
of a time and place to come and sign
theirs out. The Technology Chair of the
www.nafme.org

Vermont Music Educators Association

was also invited to come to this initial
event to acclimate the students with the
basic functioning of the devices, as well
as to present an app share demonstrating the many engaging apps that students
could access and explore. At this time, I
also announced a reflection assignment
that each student would be expected
to complete at the end of the semester.
They were to reflect on how they used
the iPads to enhance their musicianship,
teacher preparation, and/or work with
students in their practicums or student
teaching placements.
To provide insight, inspiration, and
guidance for music educators to make
informed choices for their classrooms,
I offer the following statements from
the first semesters reflection papers,
submitted in May of 2012; all are used
here with the writers permission. These
statements are organized into categories of use. They include rehearsal/
performance assistance, creating music,
teaching instruments, providing virtual
instruments, audio/video recording, listening resources, and organizational
support. In each category, following the
preservice teacher reflections are teaching suggestions and lists of additional
apps that my students have found useful.

Rehearsal/Performance
Assistance
The first category the preservice teachers
reflected on that could also be helpful to
practicing music teachers and others in
the profession was using iPads for their
own performance and for assisting in
rehearsals at their practicum and student
teaching sites. They commented on how
tablets can function in a variety of ways,
including as a tuner, a metronome, and a
pitch reference. Jasmine (all names used
in this article are pseudonyms) wrote,
As a musician, I find myself using the
iPad to improve my singing all the time.
I often use the app PitchMe, which is a
great app that helps me tune and fix intonation problems. According to Bridget,
The iPad is very useful to me musically through several apps, including

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the Virtuoso piano. This is a great tool

when I need a pitch reference but dont
have immediate access to a piano. Unlike
a pitch pipe, I am able to play chords and
short melodies using Virtuoso.

Similarly, David wrote,

I have used GarageBand several times in
my Skype voice lessons [a private-lesson
practicum taught to students at an international school in Japan]. It can provide reference pitches and even chordal
accompaniment; this was especially useful when a string on my acoustic guitar
broke and I needed a quick fix.

Teachers can also use iPads and other

tablet computers during rehearsals, lessons, and music classes to display music
for accompanying, enlarge music for easier viewing, transcribe music from sound
to staff notation, and quickly and accurately transpose music to different clefs or
keys. Teachers can also use tablet computers during rehearsals to engage students in independent supplemental work
in ear training and/or music theory.
Some additional apps that my students recommended for rehearsal and
performance assistance include the
following:
Tuners:
Cleartunechromatic tuner
Epic Chromatic tuner
PitchMechromatic tuner; also
transcribes detected pitches to staff
notation.
Metronomes:
Metronome
Steinway Metronome.
Music Display:
forScoremusic reader
Pocketscorecan store, edit,
transcribe, play, and export scores
Steinway Etudedisplays piano
scores and shows piano keys being
played
Other:
Do-Re-Mi Ear Trainingportable
solfge practice tool
LaDiDacreates accompaniment to
match singing
Vocal Trainingprovides voice
lessons and tips
83

Creating Music
The second category was using iPads for
music creation, including improvising and
composing. Useful for my preservice teachers as they created music, iPads or other
tablet computers could also be helpful to
practicing music teachers and others interested in creative expression. John stated,
The iPad is also a wonderful tool for
encouraging students to make music. Its
pretty entry-level in the sense that you can
pick from a huge variety of sounds and
then just play. Whats great is that GarageBand has mode/scale settings that can be
applied. For instance, students can select
minor blues and improvise in a blues
style without having to actually know
their blues scales.

According to Lisa,
The iPad also proved to be really helpful
for my music theory class when we were
composing rounds. I recorded myself singing once through the round, and then
staggered my rendition on GarageBand.
That way, I could hear how the round
would sound with all the parts.

Additionally, Max wrote,

In a piano composition assignment for my
music history class, I attempted composing in the style of Beethoven. I used the
iPad to keep track of various ideas, which
made the process easier. It also allowed me
to access the Internet where I could listen
to recordings of Beethoven to gain a better understanding of the characteristics of
his style.

Last, David stated,

GarageBand played a pivotal role in
my final project for my methods class,
in which Tony and I composed a 12-bar
blues piece for iPad ensemble. We felt that
writing a piece for use with GarageBand
would give the performers a lot of room
for interpretationthe musicians could
select the MIDI instruments they wanted
to play and change the timbre by turning
dials right on the screen.

Teachers can use tablet computers

to have their students compose and/
or improvise both during classes and
rehearsals and outside the classroom.
These devices can be made available
for students to use in school for specific
84

composition and improvisation assignments or signed out for students to use

at home. They can function well for individual, small group, or large group composing and improvising.
Other apps that my students suggested
for creating music include the following:
Bloommusical instrument/
composition tool/artwork tool
Songifyturns speech into music
Talkapellaturns talking into a
cappella harmony

Teaching Instruments
The next category was instrument
instruction, both in school and privatelesson settings. As with music creation,
using iPads or other tablet computers for
instrument instruction could be helpful
for practicing music teachers. According
to Mike,
I used my iPad to teach beginning guitar
class using the app WildChords. This app,
which is very appealing to middle school
students, uses amusing animation and
zoo characters to teach chords, and also
addresses rhythm, tempo, and musicality.
Many students got so excited about WildChords that they came down to the band
room during lunchtime just to play it.

Tony wrote,
I have been using an app called The Drum
Dictionary...with a private student of
mine who has an iPad. With both of us
having the app, I can give him assignments or ask him questions about specific
entries within the app. He can then read
the notation and/or hear a live sample
recording of rudiments, drum beats, time
signatures, etc. The combination of notation along with audio recordings is very
appealing to me as a teacher.

Music educators can use tablet computers to assist in their instruction of

piano, guitar, recorder, and many band
and orchestra instruments. This could be
helpful when lesson groups, classes, or
ensembles are large and/or diverse. Some
students could work with the teacher
while others work individually or in small
groups using the tablet computers.
The following are additional apps that
my students recommended for instrument
teaching, learning, and/or practicing:

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JoyTunes Recorder Mastera

recorder-playing game
Magic Pianoa piano-playing game
My Note Gamesa music theory and
instrument-learning game
Music for Little Mozartsa piano
game for preschool children

Providing Virtual Instruments

Making virtual instruments available
was the fourth category of use for iPads
that the preservice teachers reflected
on. It could also be helpful to practicing
music teachers and others in the profession. According to Max, I downloaded
GarageBand, which is the best application, in my opinion. With it, I can play
the emulator of a keyboard, violin, viola,
cello, upright bass, electric bass, guitar, and drums. I have used these smart
instruments many times.
John stated,
I think that by nature, the iPads musical interface is less daunting than say, a
saxophone. You dont have to be proficient
in music to sound decent in an app like
GarageBand. I think students that have
little to no musical experience are less
likely to be intimidated by making sounds
on iPads than on traditional instruments.
This could be a great way to initially get
these students interested in music.

Teachers can use tablet computers as

instruments for modeling concepts and
accompanying students. Teachers can
also engage students in using these virtual instruments in their composing and
improvising and for assistance in music
theory and ear training assignments.
Other musical instrument apps
that my students suggested include the
following:
A+ HandDrumKit
Bloommusical instrument/
composition tool/artwork tool
iTabla Pro
Piano DX.

Audio/Video Recording
A very popular category of use for the
iPads among the preservice teachers was
audio and video recording. They often
Music Educators Journal September 2013

used recordings as a tool for reflection. As

with the previous categories, using iPads
or other tablet computers for audio and
video recording could also be very helpful
for practicing music teachers and others in
the profession. According to Zoe,
One of the main iPad features that I used
in class was the video recorder....It was
helpful because I didnt have to download
it to a computer to watchI could just
watch it on the iPad itself. I could also send
it as an email attachment to my computer
with the click of a button. I thought the
audio and video quality was quite good.

Additionally, Max wrote, I have

recorded many different music-making
sessions, which allows me the opportunity to reflect critically on my own musicianship. Similarly, Jasmine stated, I use
it to record my lessons, and review them
afterward. According to John, the iPad is
great for recording and uploading music. I
frequently use SoundCloud to record jam
sessions with friends and instantly upload
[the recordings] online.
Music educators can use audio and
video recording functions to record and
play back their own teaching and their
students performing. These recordings
can prompt reflection and discussion
and facilitate strategies for improvement.
Recordings can be used for individual and
group assessment, as well as to create an
archive for observing change over time.
Another app that my students recommended for audio and video recording is
QuickVoice Recorder.

Listening Resources
Another prominent category of use for
the iPads that the preservice teachers
reflected on that could also be helpful
to practicing music teachers and others
in the profession was providing access
to resources for music listening. According to Brendan, for ensemble work and
private study, I pull up videos of specific
artists and versions of songs or styles.
Similarly, David stated, I was able to
quickly and easily look up resources on
the Internet, such as YouTube videos
and recordings that could be used in our
group lessons at our practicum school.
www.nafme.org

A tablet computer can also function as a musical instrument. (Photo courtesy of the author)

Depending on Internet availability

and restrictions at their schools, teachers can effectively use YouTube and
other Internet resources for myriad music
listening examples. Excerpts or entire
pieces can be compared and contrasted
with each other and with the music performed in class. Examples of music from
the same or contrasting composers, time
periods, cultures, genres, styles, and/or
performers can be shared and discussed.
Best Classics: CorelliFree (http://
www.last.fm/music/Arcangelo+Corelli)
is another app that one of the preservice
teachers found valuable. It includes biographic information and high-quality music
tracks by Baroque composer Arcangelo
Corelli. Other composers featured in Best
Classics apps by this developer include
Bach, Grieg, Satie, Smetana, and Weber.

Organizational Support
The final category was using iPads for
organizational support. This was another
area that the preservice music teachers
reflected on that could also be very useful

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for practicing music teachers and others in

the profession. According to Lisa, I find
that the iPad makes me more organized in
general because I can make reminders for
myself, and check my email easily. Similarly, Bridget wrote,
The iPad has many apps that have proven
to be quite useful in my day-to-day life,
such as the Notes (notepad), Calendar,
and Reminders apps. The Reminders app
is a quick way to enter into my iPad something I need to remember to do or attend
to, and be reminded of it when the time
comes....I also use my iPad occasionally as a timepiece. This is helpful because
I can then shut off my phone and be without interruption or distraction during
lessons.

According to Brendan,
I use the calendar app to keep homework,
concerts, rehearsals, gigs, lessons and meetings organized....I use my iPad to plan for
teaching practicum lessons, peer-teaching
episodes, and for my Skype lessons. I took
notes during choral methods, and jazz history about notable artists, songs, recordings
and videos to investigate.
85

Additionally, David stated, during my

groups practicum planning sessions,
I used the iPad to take notes and write
rough drafts for my lesson plans.
Music educators can use the efficiency
of tablet computers for numerous organizational tasks. In addition to those the
preservice teachers mentioned, these can
encompass assessment records, inventory,
and keeping track of purchase orders and
items being repaired or out on loan.

Insights from Future Teachers

My initial hunch that iPads and other tablet computers would be extremely useful
for educational purposes were confirmed
in the student reflection papers. The
comments of these preservice teachers
corroborated many of the ideas reported
in the research literature, including the
usefulness of tablet computers for creating music, listening to course-related
music, and facilitating immediate access
to information. The insight the preservice music teachers provided in their
reflections should help guide practicing
music teachers and others in the profession toward making informed choices
for their classrooms. These choices may
well lead to the acquisition of iPads or
other tablet computers.
Music educators seeking to obtain
resources for purchasing tablet computers
for their classrooms can find a wealth of
grant information on the NAfME website
at http://musiced.nafme.org/resources/
grants-information. This link includes federal, private, and regionally specific funding opportunities. In addition to browsing
the App Store for your chosen mobile
device, a quick Internet search using the
terms apps and music education can provide access to up-to-date information on
available apps. Also, recommendations for
apps can be found in the NAfME forums
(musiced.nafme.org/forums) and in links
stemming from the Association for Technology in Music Instruction (ATMI) and
the Technology Institute for Music Educators (TI:ME) websites (http://atmionline
.org/, http://www.ti-me.org/).
The following are some final thoughts
from the preservice teachers reflection papers. The positive nature of their
86

comments is a testament to the convenience, ease of use, and versatility of

these dynamic devices. Use of iPads has
immeasurably enriched the teaching and
learning of this group of music education
majors. I believe that the possibilities for
using iPads and other tablet computers in
K12 schools to enhance music teaching
and learning are virtually endless. I hope
that the information in this article will
provide inspiration for you to consider
exploring their use.
The iPad served to be a fantastic tool in
planning and executing lessons....Overall, the iPad has been immensely useful
as a musical, personal, and educational
tool.David
I am really glad that I am able to use the
iPad in all the ways I do. It has definitely
made my life a lot easier, and I think it is
really useful in many settings.Jasmine
I have found many uses for the iPad that
help improve my musicianship, both in
my own study and for my teaching at our
practicum school.Lisa
I used my iPad in many ways and
was heartbroken when I had to give it
up at the end of my student teaching
semester.Mike

Notes
1. This idea was inspired by a session
presented by Gena Greher and Alex
Ruthmann at the Association for
Technology in Music Instruction (ATMI)
2011 National Conference in which
iPads had been purchased for their
music education majors at University
of Massachusetts, Lowell.
2. John K. Waters, Enter the iPad
(or Not?), T.H.E. Journal 37, no. 6
(2010): 3840.
3. Peter Galuszka, Technologys
Latest Wave, Black Issues in Higher
Education 22, no. 2 (March 10,
2005): 2428.
4. Graham R. Parslow, Commentary:
Tablet PCsLightweights with a
Teaching Punch, Biochemistry and
Molecular Biology Education 38, no. 5
(2010): 33940.
5. Yueh-Min Huang, Tsung-Ho Liang,
Yen-Ning Su, and Nian-Shing Chen,
Empowering Personalized Learning
with an Interactive E-Book Learning
System for Elementary School

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Students, Educational Technology

Research and Development 60, no. 4
(2012): 70322.
6. Orrin T. Murray and Nicole R. Olcese,
Teaching and Learning with iPads,
Ready or Not? TechTrends: Linking
Research and Practice to Improve
Learning 55, no. 6 (2011): 4248.
7. Stuart Wise, Janinka Greenwood,
and Niki Davis, Teachers Use of
Digital Technology in Secondary Music
Education: Illustrations of Changing
Classrooms, British Journal of Music
Education 28, no. 2 (2011): 11734.
8. Beverley Oliver and Veronica Goerke,
Australian Undergraduates Use and
Ownership of Emerging Technologies:
Implications and Opportunities
for Creating Engaging Learning
Experiences for the Net Generation,
Australasian Journal of Educational
Technology 23, no. 2 (2007), 17186.
9. Deanne C. Peluso, The Fast-Paced
iPad Revolution: Can Educators Stay
Up to Date and Relevant about These
Ubiquitous Devices? British Journal
of Educational Technology 43, no. 4
(2012): E12527.
10. Mary Ann Gawelek, Mary Spataro, and
Phil Komarny, Mobile Perspectives:
On iPadsWhy Mobile? EDUCAUSE
Review 46, no. 2 (2011): 2830.
11. Susan Crichton, Karen Pegler, and Duncan
White, Personal Devices in Public
Settings: Lessons Learned from an iPod
Touch/iPad Project, Electronic Journal of
e-Learning 10, no. 1 (2012): 2331.
12. Barbara McClanahan, Kristen
Williams, Ed Kennedy, and Susan
Tate, A Breakthrough for Josh: How
Use of an iPad Facilitated Reading
Improvement, TechTrends: Linking
Research and Practice to Improve
Learning 56, no. 3 (2012): 2028.
13. Debora M. Kagohara, Jeff Sigafoos,
Donna Achmadi, Mark OReilly, and
Giulio Lancioni, Teaching Children
with Autism Spectrum Disorders
to Check the Spelling of Words,
Research in Autism Spectrum Disorders
6, no. 1 (2012): 30410.
14. Nirvi Shah, Special Education
Pupils Find Learning Tool in iPad
Applications, Education Week, 30,
no. 22 (2011): 1.
15. Jennifer Demski, ELL to Go,
T.H.E.Journal 38, no. 5 (2011): 2832.
16. Chad Criswell, Technology on the
Horizon, Teaching Music 18, no. 5
(2011): 32.

Music Educators Journal September 2013

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