Dr Renee Crawford

Dr Renee Crawford

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Dr Renee CrawfordDr Renée Crawford is a Senior lecturer in the Faculty of Education at Monash University and a research and evaluation consultant. While Renée’s research profile (Monash University) is quite diverse given the range of projects she has been involved with, she is recognised as an expert in the field of technology in music education and authentic learning contexts for teaching and learning.                                                      Email: Renee.crawford@monash.edu

As an educator with several years of experience as a music secondary classroom, instrumental and ensemble teacher in various contexts, she understands the importance of teacher led research and how the outcomes can change policy and practice.

The music industry is one where technology and innovation has had a profound effect on the way we work, learn and play! As a composer and teacher, Renée felt strongly that there was a mismatch between what the expectations and standards of the music industry and society were compared to what music educators were teaching at school level. This led to her pursuit of further research and a PhD completed at Monash University based on the philosophy of authentic learning and technology in music teaching and learning practices. So her journey as an advocate for the use of technology in education in an effective, contemporary and authentic way began.

Previous Head of Research and Learning positions meant that Renée had the privilege of not only working with other teachers across a variety of subject areas, but managing and doing research on high profile national research projects that responded to government agenda priorities. This work was done in collaboration with institutions such as The University of Melbourne, Victorian University, Australian Council of Education Research and Educational Transformations. A notable project that Renée was involved with was developing music curriculum as part of an online platform to deliver high quality music education programs to remote and rural communities using the NBN (national broadband network). Another notable project was assisting the Starlight Children’s Foundation develop there LiveWire program, which allowed children and young adults with a serious chronic illness or disability an online space for not only social interaction, distraction and fun, but learning and education. Renée developed a constructivist educational framework as a way of approaching the learning and educational aspects both within major paediatric and children’s hospitals at a face-to-face level and online. The online component of this program was also extended to the Starlight Foundation in America. One of the interesting aspects about both of these particular projects was the experience of working with technicians and collaborating in real time, so developing and seeing the program and curriculum content evolve almost instantaneously in response to the feedback that was received and the ways in which people engaged with the online platforms. The idea that technology and the ways in which we engage with it is constantly evolving was never more pronounced and is critical if we are to better understand the nature of future directions in pedagogy and curriculum.

Publications List:

Journals and book chapters

Crawford, R. (2016) Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education, Music Education Research, doi:10.1080/14613808.2016.1202223

Crawford, R. & Jenkins, L.E. (2015) Investigating the importance of team teaching and blended learning in tertiary music education, Australian Journal of Music Education, vol 2, Australian Society for Music Education, West Lakes SA Australia, pp. 3-17.

Crawford, R. (2014) Technology used to engage young people in purposeful and meaningful music education: A critical case study, in Susan A. O’Neil (Ed), Music and Media Infused Lives: Music Education in a Digital Age, Canadian Music Educators’ Association, Canada, pp. 177-192.

Crawford, R. (2014) A multidimensional/non-linear teaching and learning model: teaching and learning music in an authentic and holistic context, Music Education Research, 16(1), Routledge, UK, pp. 50-69.

Crawford, R. (2014) The evolution of technology: Landmarking Australian secondary school music, Australian Journal of Music Education, 2014(2), pp. 77-92.

Crawford, R. (2013) Evolving technologies require educational policy change: music education for the 21st century, Australasian Journal of Educational Technology, 29(5), pp. 717-734.

Crawford, R. & Southcott, J. (2011) The intersections of curriculum development: Music, ICT and Australian music education, Australasian Journal of Educational Technology, 27(1), pp. 122-136.

Crawford, R. (2010) Valuing technology in the music classroom: results from a recent case study indicate why technology should be used in education. Australian Journal of Music Education. 2010(2), pp. 29-35.

Crawford, R. & Southcott, J. (2010) Learning from each other: Australian state and territory curricula in Technology, Arts and Music. Proceedings for the International Society of Music Education International Conference. Beijing: ISME.

Crawford, R. (2010) Engage, Connect and Play: Music classrooms of the 21st Century. Music in Action. [Online journal] Victoria: Australian Music Association Inc. [Summer Issue].

Crawford, R. (2009) Secondary school music education: A case study in adapting to ICT resource limitations. Australasian Journal of Education Technology. 25(4), pp. 471-488.

Crawford, R. (2009) An Australian Perspective: Technology in secondary school music. Journal of Historical Research in Music Education. New York: JHRME. XXX(2), pp. 147-167.

Crawford, R. (2009) Technology in the music classroom: Results from a recent case study indicate practical reasons why technology should be used in the music classroom. Why focus on technology in Music in Action. [Online journal] Victoria: Australian Music Association Inc. 7(2).

Crawford, R. (2008) Are resources solely to be blamed? The current situation on music education facilities, computer and music technology resources in Victoria. Australian Journal of Music Education. 2008(1), pp. 44-55.

Crawford, R. (2008) Research methodology: Fitting strategy to subject to achieve authentic practice. Tradition and Innovation. Proceedings for the National Conference for the Australian and New Zealand Association for Research in Music Education. Victoria: ANZARME

Crawford, R. (2005) Educational Blueprint: Technology as valued knowledge in music education. A Celebration of Voices. Proceedings of the XV National Conference for the Australian Society for Music Education. Melbourne: ASME. pp. 63-68.

Crawford, R. (2004) Sounding the Australian Landscape: Peter Sculthorpe and John Peterson. Australian Journal of Music Education. 2004(1), pp. 13-25.

Conferences, Summits & Parliamentary Inquiry

Crawford, R. & Jenkins, L. (2016) The impact of blended learning and team teaching in tertiary music education classes: cycles 1, 2 and 3. International Society for Music Education 32nd World Conference, Glasgow.

Jenkins, L. & Crawford, R. (2014) The impact of team teaching and blended learning in tertiary music education classes: Mid-project results. 36th Annual Conference, ANZARME, New Zealand.

Crawford, R. & Jenkins, L. (2014) The impact of team teaching and blended learning in tertiary music education classes: a reflective journey. International Society for Music Education 31st World Conference, Brazil.

Southcott, J., Crawford, R., Jenkins, L. & DeVries, P. (2013) Parliamentary Inquiry into the extent, benefits and potential of music education in Victoria. Parliament of Victoria, Education and Training Committee.

Crawford, R. & Jenkins, L. (2013) The impact of team teaching and blended learning in tertiary music education classes: initial project results. The 35th Annual Conference for the Australian and New Zealand Association for Research in Music Education. Melbourne May 31-June 2, ANZARME

Southcott, J. & Crawford, R. (2010) Learning from each other: Australian state and territory curricula in Technology, Arts and Music. Proceedings for the International Society of Music Education International Conference. Beijing.

Crawford, R. (2010) Invited to a working summit to address: The State of Classical Music in Australia, Music Council of Australia, Sydney.

Crawford, R. (2008) Research methodology: Fitting strategy to subject to achieve authentic practice, Tradition and Innovation. The National Conference for the Australian and New Zealand Association for Research in Music Education. Victoria.

Crawford, R. (2005) Educational Blueprint: Technology as valued knowledge in music education. A Celebration of Voices. The XV National Conference for the Australian Society for Music Education. Melbourne.

PhD Dissertation

Crawford, R. (2007) Authentic Learning and Digital Technology in the Music Classroom. Victoria: Monash University [Unpublished PhD dissertation]

Monash University Research Profile

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