I have recently completed a study into the use of YouTube as a tool of instrument tuition in the Music class room because of the limited funding towards our itinerant programme.
It has been a growing trend in these past years with certain factors combining to create this rich learning environment. This is Tamaki College becoming a fully digital learning environment combined with the students hunger to learn the latest pop song and with YouTube fast becoming a hub for musicians to access tutorial videos.
I would sit there quietly in frustration and observe the determined student slowly watch the tutorials and laboriously work through the first few seconds of a song. Is there a better way?
Findings from the research I conducted concluded that students do need a 'human' tutor as they were able to better analyse and process the needs of the student through constructive feedback (Hattie 2012; Hattie, Timperley 2007) . Also, the knowledge gained from YouTube viewings was categorised as 'spontaneous' knowledge (Vygotsky 1986) that is everyday and informal learnings that is not structured. However, it is recommended that spontaneous learning is important in learning in that is a launch pad towards the more formal and structured learning that is scientific knowledge (Vygotsky 1986).
If you would like to read more into my dissertation - please go ahead right HERE
References
Hattie, J. (2012). Visible learning for teachers : Maximizing impact on learning. Hoboken: Hoboken : Taylor and Francis 2012.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.2307/4624888
Vygotskiĭ, L. S. (Lev Semenovich). (1986). In Kozulin A., NetLibrary I. and MITCogNet (Eds.), Thought and language (Translation newly rev. and edited / by Alex Kozulin ed.). Cambridge, Mass.: MIT Press.
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