GarageBand

GarageBand, an Apple product, is a very fun tool that could have several applications.  Teachers could keep music in schools on a different level than in the past.  This would not be a substitute to the hours of practice that children log trying to perfect the art of playing an instrument, however it would offer at least some exposure to classes that may otherwise not have any at all.  With all the cuts being made we are seeing more and more programs being lost in the name of funding, budget, and the like.  It may even offer students who would not normally be musically inclined to enjoy, or at least appreciate, making music.

On the flip side, being an Apple product comes with its own set of issues.  Sure, once you have the technology everything is inexpensive, and in some cases free.  Most of the school in my district cannot afford the upfront cost of outfitting the computer lab, or even a single classroom, with Apple computers.  So, as great as the program is where does it leave the rest of the PC users?  I understand that there are some other programs out there for PC that are inherently the same, but lack the trademark innovations that are associated with Apple.  In short, the vast majority of teachers that I know or have come in contact with will be left with very few options when the band room doors close for good.   

What the Frack?

The presentation about hydro fracking was informative, concise, and heavily biased.  Now, I do agree that the dangers and negative aspects of hydro fracking far outweigh any possible benefit, but the monetary gain was only briefly mentioned.  Am I to assume that money is the only benefit to such technologies?  I don’t know, yet I think not.  Having family who have leased their land for other reasons and are considering the implications for hydro fracking I am interested to hear both sides of the argument equally, and that was not the case here.

In terms of classroom application I would hope that both sides of an idea would be thoroughly explored before students, or myself, jump to hasty conclusions.  In light of the imminent possibility of hydro fracking coming to New York, and specifically the Cortland area, I would suggest that students interested in the topic do their own background check.  This could mean writing to other students in states where hydro fracking has been in practice, calling state and local leaders to give their opinions, and talking or writing to pro and anti fracking agencies, citizens, and even other students within their school or district.  After hearing both sides there could be a debate (with rules and parameters) in which the proponents and opponents discuss their points, and a panel of peers decides who has the better argument.

This type of fact finding and democratic decision making could have several potential advantages, and link into several curricular areas.  There are also many more options that would vary based on age/grade level, appropriateness, and interest.  While initially I believe I fall on the anti-fracking side of the argument, I think it would be interesting to see what the students could find out and how they would present their ideas (without me just presenting mine).