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El intérprete creativo. Hacia la superación de una asignatura pendiente en los conservatorios
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En este artículo reflexionamos, a partir de datos empíricos, sobre la influencia de las Tecnologías de la Información y la Comunicación (TIC) para el desarrollo del currículo y la conformación de las identidades docentes. A partir de dos estudios de caso realizados en dos aulas de Educación Secundaria Obligatoria de otros tantos Institutos del sur de España, estudiamos el uso que cada uno de estos docentes hace de las TIC y cómo sus identidades se reflejan en el uso de las mismas y, al mismo tiempo, cómo éstas contribuyen a conformarlas. El primero es un ejemplo de transición de un enfoque educativo centrado en los contenidos a otro centrado en el estudiante gracias a las TIC, mientras que para el segundo estos recursos le permiten profundizar en los principios democráticos de enseñanza que emplea en el aula y ahora también en internet, sobre todo en las redes sociales. De nuestros datos cabe concluir que, al menos en el caso de estos dos profesores, las TIC suponen una clara mejora en la calidad de su práctica docente al centrarse en la aplicación pedagógica de los recursos antes que en el recurso en sí mismo.
Pure-tone auditory thresholds in children are below the standardized hearing threshold levels described by ISO 7029 (2000). The development of hearing ability in Chinese and German children at different ages is analyzed and compared with data in the literature. Extended high frequencies above 8 kHz are included due to their vulnerability to noise.
Ninety-one children in China and 197 children at a typical primary school in Germany underwent audiometric tests at 17 frequencies ranging from 125 Hz to 16 kHz. To analyze effects of age the children were assessed in age groups of 6 to 9, 9 to 12, and 13 to 16 years of age.
Children in China and Germany have the poorest hearing sensitivity at low frequencies (below 1 kHz) and the best sensitivity at the extended high frequencies above 8 kHz. The mean deviations (both ears) from the standard thresholds for adults 18 to 25 years of age, averaged over all frequencies, are 6.7 dB for Chinese and 7.1 dB for German children in the youngest age groups. In the Chinese age group of 9- to 12-year olds the averaged threshold is 4.5 dB and for the same German age group 3.6 dB. For the Chinese age group of 13- to 16-year olds the averaged threshold is 3.3 dB. The improvements of the older German age group compared with the younger are significant at p < 0.05 and are nearly twice as high compared with the comparable Chinese age groups.
Age-dependent improvements of hearing ability are evident in children and should be considered in evaluating audiometric test results. Audiometric tests in the extended high-frequency range could be used as an early warning system for future degeneration of hearing ability.
In this article three concepts of music are reviewed: music as product, as process and as utility or tool. Taking into account the cultural context where music arises, the contributions of these concepts build in turn a comprehensive concept of music education that takes account for: a) music works, b) music-making and c) benefits of music. With this holistic perspective of music education, the use of technology as mediator in general teaching and learning processes is examined as well as a succinct review of investigation on the specific processes of music learning using technology. It is concluded in the difficult application of music technology in the Primary School Curriculum and the relatively easy adaptation to both specialized music education and teachers' training in the Spanish educational system. En este artículo se revisan tres conceptos de música: la música como producto, como proceso, y como útil o herramienta. La unión de ellos permite construir un concepto abarcante de educación musical que tiene en cuenta las obras musicales, el hacer musical y los beneficios que produce la música atendiendo al contexto cultural donde ésta se manifiesta. Desde esta visión global de educación musical, se analiza el uso de la tecnología como mediador en los procesos de enseñanza y aprendizaje y se realiza una revisión somera de la investigación habida sobre la tecnología en los procesos específicos de aprendizaje musical. El artículo concluye en la difícil aplicación de la tecnología musical en la educación musical obligatoria y la relativamente fácil adaptación en la educación musical especializada y la formación de profesores en el sistema educativo español.
In May of 2008, we published online a series of software visualization videos using a method called code_swarm. Shortly thereafter, we made the code open source and its popularity took off. This paper is a study of our code swarm application, comprising its design, results and public response. We share our design methodology, including why we chose the organic information visualization technique, how we designed for both developers and a casual audience, and what lessons we learned from our experiment. We validate the results produced by code_swarm through a qualitative analysis and by gathering online user comments. Furthermore, we successfully released the code as open source, and the software community used it to visualize their own projects and shared their results as well. In the end, we believe code_swarm has positive implications for the future of organic information design and open source information visualization practice.
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