This presentation is based on current instructional applications of computer and telecommunications technology in a college music education program. The focus of the presentation is on how technology (i.e., email systems, WWW resources) can be used to foster a sense of community among a group of music education students gathered at one school, but hailing from over a dozen different states and Canada.

A required course for freshmen music education majors, MUE110: Introduction to Music Education, was chosen as the target audience for a series of interactive projects and assignments using instructional technology. These experiences were designed with a two-fold mission: to create a feeling of "connectedness" between the members of the class and to introduce basic computer skills and telecommunications information in contextually appropriate settings. The initial meeting of the class confirmed the diversity of sociological, musical, and educational backgrounds represented by the members of the group. Students came from urban, suburban, and rural locales. Several students had experienced intensive "pre-college" music programs, while others had received no school-based music instruction at all. And the range of school types spanned a continuum including comprehensive high schools and so-called arts "magnet" academies.

To complicate matters, the course met only one time per week, and was structured as a series of "special guest lectures," with faculty members and invited guests taking turns addressing the class over the course of the semester. While this format allowed for a wide variety of information and experiences for the students, it did not create sufficient opportunities for the development of a "class culture," or the sense of community so necessary for the establishment of the novice’s "teaching persona." How could this predicament be addressed given the confines of the situation?

Instructional technology became the delivery system through which a diverse group of music education students came together in 13 short weeks, forming a community of prospective professionals. Students carried on electronic "conversations" and formed relationships that were deeper and richer than those observed in previous iterations of the class that did not include technology applications. Many class members also told of outside-of-class meetings between colleagues to discuss topics brought up in class or on-line, an occurrence that was extremely rare in past years.

Examples of projects and assignments will be shown to demonstrate how instructional technology was used to encourage and nurture a budding community of music education students, and how this community has now begun to expand beyond it’s boundaries to include students from two other colleges and public school music teachers from the region. Examples will include:

An unexpected bonus that grew out of this school-based technology initiative was the creation of "MusEdNet," an emerging electronic network for music educators sponsored by the Eastman School of Music and offered as a service to the K-12 school music community. "MusEdNet" offers two types of services for music educators: a web interface that contains links to web sites at schools around the Rochester area and a list serv (musednet@cc.rochester.edu).

The "MusEdNet" web page, which can be reached through the Eastman Music Education Department web site (http://www.rochester.edu/Eastman/MusicEducation), serves as a clearinghouse for information about concerts at area schools and special programs connecting K-12 schools and other institutions. The web page also offers links to a wide variety of internet resources specially-designed for music students, parents, and teachers. Membership in "MusEdNet" is open to any music educator interested in exchanging information, expertise, and advice in a positive, supportive atmosphere.

Plans are in place to continue this initiative with the present course, and several other Department faculty are now using similar technological applications in their courses. The Eastman School continues to pay increased attention to the place of technology in the instructional program. Upgrades to facilities and equipment reflect this commitment. Additionally, the regional music educators association has advertised the creation of "MusEdNet" in their newsletter, so more teachers will continue to subscribe to the service as word spreads.

The role of technology looms large in the administration of educational programs for music teachers and learners. Using instructional technology to build communities of professionals dedicated to the improvement of music teaching and learning through reflective practice and continuous growth should be one of the primary goals of those entrusted with the planning of these programs.