Technology Integration Plan

For this final project, I have decided to use a lesson plan that I have already written and executed during my Classroom Methods course.  It involves a lesson teaching third graders how to play the notes "B" and "A" on the soprano recorder, and using that to perform a song as a class called "BA Dancing Zombie."  The lesson incorporates reviewing concepts that were previously learned, such as the correct hand position, correct holding position, blowing into the instrument with warm air, differentiating between rest, ready, and playing positions, starting and stopping gestures, and reviewing the note B.  Then, the students are taught how to tongue and perform basic rhythms as demonstrated by the Koday method of "Ta ta ti-ti ta" on the notes "B," and then "A," and them mixing them up.  The final part of the lesson has them reading basic notation of music as shown in "BA Dancing Zombie," and the class will perform for the teacher together.

My first row involves teacher demonstration and explanation with student experimentation.  This is where the teacher reviews and shows the students how to hold the recorder and play through it.  It demonstrates the NJCCCS standard 1.1.2.B.2, which is the ability to identify musical elements through aural prompts.  The NET-S standard 1.c. uses models and simulation to explore complex systems and issues.  A SmartBoard can address this standard, because it has the ability to show an interactive demonstration of how to hold the recorder as well as to play the notes.

My next row also involves teacher demonstration and student experimentation.   NJCCCS Standard 1.1.2.B.3 has students identifying and categorizing sounds as well as rhythmic notation.  It also uses the NET-S 2.a. standard, which is collaborating with peers about digital environments and media.  A SmartBoard and iTunes can combine to recreate this standard, because they can both create an interactive environment for the students to learn the song, "BA Dancing Zombie."  The SmartBoard can be used to label the notes "B" and "A" as needed for the students using the special markers that come with it, and it can also be used to point out any specific rhythms.  If the students need help with fingerings, a blank fingering chart can be shown on the board, where the teacher can then color in the fingerings of the notes "B" and "A" with different colored markers.  The background accompaniment can be played through iTunes, also through the SmartBoard, so the students are able to collaborate and perform the song together as a class.

The third row in my matrix involves student presentation, which demonstrates NJCCCS 1.3.2.B.1.  This is clapping, singing, and/or playing on pitch from basic notation.  NET-S 2.b, which is communicating information and ideas effectively with varieties of media, is incorporated through this standard.  YouTube is a great tool that can get the students singing and clapping through interactive videos.  There are many sources of information that can be found through the use of videos online.  They can also help the students play too; watching videos of other students or teachers performing on the recorder can be a source of inspiration for the students.  As always, the SmartBoard is very helpful for projecting these ideas out to the students, because it is a source of interaction for linking the musical notation as well as performance through clapping, singing, or playing on the recorder.

My fourth row involves more strategies that also include formal assessment, such as evaluation and homework, and student presentation.  This demonstrates NJCCCS Standard 1.3.2.B.6, which is to play and sing simple melodies or accompaniments alone or with groups, as well as sight-reading basic notation.  This incorporates NET-S Standard 6.a, which is to understand and use technology systems.  More methods of technology are being used here, which include the metronome and the portable recording device.  For the purpose of assessment, the students of this class were asked to practice ten minutes a day and fill the time completed in a pumpkin practice log.  Once again, the SmartBoard can be used to provide an interactive environment for the children to follow when playing "BA Zombie," but outside the classroom, other technologies can be used.  A metronome can be integrated into the practice time of the students, so they are all kept in time and performing at a steady beat on the recorder.  A recording device can also be used too, so the student can assess themselves, have material for the teacher to assess, and hear their progress.

Matrix

Live Web Streaming

Three weeks ago, I had my culminating senior recital at Montclair State University.  This required me to perform 60 minutes of music in front of an audience and with just my solo repertoire, along with some ensemble pieces that required other musicians.  I happened to schedule my recital at a time that served inconvenient for some people involved in night football games with the schools that they work with, as well as for people not residing in the New Jersey area.  A form of technology that has been becoming increasingly popular is web streaming live on the internet, which I had just recently been made aware of.

I thought that setting up a camera to stream my recital live would be an arduous task, but it ended up being as easy as a few simple clicks.  Through uStream.tv, I was able to set up a channel to broadcast my senior recital on for those who could not make it or were not in the area.  All I did was set up my Google Chromebook on the side of the stage and had the webcam take all the footage of my recital.  There was a feature on my webcast to record it as I wished; I was able to get a recording of my recital in its entirety.

Overall, the live webstream served to be a great success.  I had people, from those who could not physically be there, to those who were busy, watch my recital from places across the country.  My cousin living in Washington state, my friend living in Colorado, and a couple of my friends stuck at football games were able to catch all or some parts of my recital, whether it was seen on their computers, tablets, or even smartphones.  The quality does not compare to recordings made with stellar equipment and materials, but it sure beats not being able to hear the recital at all.  I'm very glad that I was able to set that up; having those further away hear my recital would have not been possible a few years ago.

My uStream Channel

iPads and Reading Music

In a previous blog, I had mentioned that having scanned PDFs of music is useful, because the music can easily be printed out for use within boundaries of the copyright law.  Recently, I had been noticing that more and more of my colleagues in school are relying on iPads to display their music in full on PDF.  It's weird to me; I'm so used to seeing music on everyone's stands, but now confusion sets in for a moment when I see an iPad on someone's stand instead.  My observation is that iPad is used as a backup if paper music cannot be obtained, but it is also becoming popular to have this convenience on an iPad to be a person's default way for viewing, practicing, and performing music.

I observed a friend of mine practicing a few weeks ago, and I noticed he had an iPad on his stand.  When I thought he was just reading the music as a convenience to him saving trees, he showed me all of the other functions he was using his PDF music for. It is already standard to be able to swipe from page to page with the swipe of a finger and to zoom in and out of music with just the pinching of two fingers, but I didn't know that he was also using his PDF music as the music he essentially relies on for his practice.  He is able to highlight important parts of his music to look at with a highlighter tool, as well as make any markings he wants to that are the same as marking music up with a pencil.  What was also really cool was that he was also able to mark any dynamics, missed accidentals, and other important markings as clear as day with tools that can be found in music notation software, such as Sibelius and Finale.

To me, I see this as a great placeholder for pencil and paper, but I feel that I cannot remember or utilize any making made unless I can feel the pencil in my hand with its led being drawn on a piece of paper.   Using a finger to add or "erase" any corrections still seems foreign to me, but what is not foreign is how useful and convenient devices of any size are in terms of reading and performing music.

iPhone Apps and Music

I am not afraid to admit (once again) that I do not own an iPhone or a smartphone of any kind.  I am aware that technology has evolved to the point where I will be shocked that "There is an app for that? There seems to be an app for everything!"  A few apps that I am of aware of that exist include miniature piano keyboards, tuners, and an app to help with jazz improvisation.

Miniature piano keyboards may seem to be comical and fun on the surface, but they can serve a great purpose, especially for people who are unable to own a piano or keyboard.  It obviously cannot act as a 76-key instrument, but it can be useful for obtaining pitches for singing if there is no other means of reference.  It can also be useful for self-evaluation and assessment of aural skills.  All 76 keys cannot be there at the same time, but the octave the keyboard is in can be easily switched around.

A tuner is an essential item to have as a musician, but if one cannot seem to have a tuner for any reason, there are apps that serve as fully functional tuners that work just the same as a tuner that can be purchased.  The frequency desired for pitches can be changed, and a drone tone can be available to be heard for pitch matching.

One more app I'm aware of that exists has to do with jazz improvisation.  I went to a masterclass a couple of years ago where I learned that an app exists for jazz musicians that want to practice soloing over certain jazz chord progressions and songs.  The app will play these chords in any key or meter desired, which seriously comes in handy if a person does not happen to have music files or CDs with these chord progressions.

All of these apps have one thing in common: convenience.  Having one device that can perform functions as well as the real separate devices can be very cost effective as well as easier to handle in terms of how many physical items a person owns and carries around with him/her.

Digital/Hard Copies of Music

There is a tool that can be easily overlooked that is a staple in the advancement of music technology.  A copy machine is incredibly helpful, especially within the field of music education.  As long as copyright laws are being followed, having a copy machine is essential for making music come alive.  A scanner is also helpful in this respect, so an image/PDF file can be make of this music as well to be printed at convenience.  There is a website, imslp.org, that is a music library where the amount of music unrestricted by copyright law is overflowing.  Users upload the music they have; they range in full scores, full parts, and even come with recordings of all different qualities to refer to as well.  These files of music are usually in PDF, where they can be easily printed from any source.  I have used it plenty of times to obtain music.

Directors of musical ensembles need to purchase music to distribute to their students.  As long as they have one purchased original of each part and score that they own, they are allowed to make one copy of it.  Hard copies of music are useful in order to not have anything written on the original parts.  It is said in the field of music that the most important tool you can own in music is a pencil with an eraser.  Conductors want to share their ideas of how the music should be performed within rehearsal to their members/students, and the best way to remember it all is through writing the information down as it is said.  In broadway shows and pit orchestras, having a pencil is essential, because cuts and even different pieces of music are inserted all the time, and everything is always changing.  Usually, original books are used, and they explain to erase everything by the time the book is done being used.  Since erasing originals can be annoying, music directors revert to making a copy to distribute out to students, so it can be easily written on without any guilt or worrying about ruining the originals.  Having a copy machine and scanners, therefore, has made it very easy for performances to thrive in schools and throughout other outside ensembles.

Microphones and Amplification

The invention of microphones and amplifiers have changed the world of music forever.  Before electricity was discovered, the only way to experience music was by live performance, whether it was a classical orchestra, or a choir performing in church, or music shared with one another.  There would be no such thing as a concert in a large space without the usage of microphones and amplification systems.

Many concerts in our day and age use microphones to amplify sound.  In a large space, they are particularly useful to hear musicians sing, or to give an extra boost for acoustic instruments, such as a flute, saxophone, clarinet, and many more.  Microphones take the sound being inputted, and that sound is then outputted through an amplifier for everyone to be able to hear.  Microphones could also have the ability to manipulate the sound being put through it to create different effects, depending on the type of microphone it is.

Amplifiers have more functions than the microphone alone.  On my Fender amplifier I use to perform with my electric guitar, I have effects that manipulate the sound being outputted through the minuscule microphones on my instrument, located on the pickups underneath the strings.  I can change the amount of reverb, power of treble lines, power of the bass, volume, amount of pickups being used, and more.  With certain effect pedals, I can also change the quality and type of sound that is outputted through the amplifier, but those are external from the amplifier itself.  The more effect pedals that are used to amplify and manipulate the sound, the more confusing things can get when it comes to hooking up the wiring for a concert.

It's one thing to have the sound slightly amplified in smaller venues, but it's another thing to have a concert at large venues, such at PNC Bank Arts Center and Madison Square Garden, without having amplification.  Concerts in venues such as those would not be possible without the usage of microphones and amplifiers to increase the amount of sound being outputted for everyone to be able to hear.

Collaboration Canvas

For this collaboration canvas, I picked one pertaining to World War II.  Music had a very strong influence on the people living through the hard times, especially jazz music.  The original canvas was based on whether or not atomic bombs were truly necessary for the U.S. to win the war.  I took a different spin and wanted to inform my students about something not as controversial, like the music that people were listening to that served as their escape from the hardships of war and living through the Great Depression.  Swing, jazz, and pop orchestras were growing in popularity at this time, since living through events, like the bombings in Japan, were full of anger, sadness, and terror.  All the people wanted to do was put on their dancing shoes and forget the troubles going on.  I figured I would bring this part of history onto the lighter side of what was going on beyond the atomic weapons and the war.

Remixed Canvas

EWI: Electronic Wind Instrument

A new, important advancement to music technology is the Electronic Wind Instrument; its acronym, EWI, is the more common reference name for this instrument.  It was formed by a man named Nyle Steiner, and it works as any woodwind instrument works.  It mostly resembles the soprano saxophone in the way that it is held with a neck strap as well as played on, but the instrument can be switched so that it plays back as and woodwind instrument, such as the flute or clarinet.  There is a mouthpiece that can be blown into that senses the air pressure being blown into it to mimic desired dynamics.  It is also sensitive to teeth pressure, which determines how much vibrato is desired.  The instrument also has a setting, Electronic Valve Instrument, so brass players are able to play on the instrument as well.  Since this instrument is also a synthesizer, it is able to mimic around eighty different sounds as a MIDI controller already would.

I found out about this instrument when I was watching a jazz concert on Montclair's campus.  It was a student jazz recital, and a student I know that plays lead alto saxophone was playing this mysterious electronic device.  I was very intrigued and enjoyed the idea.  I felt that because the student was also playing with other students that were using amplifiers, such as the electric guitar and electric bass, it was appropriate to have the student play with an electronic and amplified sound as well.  Although I felt that some of the human connection was taken away from the performance, it's great for woodwind doublers that do not want to carry many instruments out on stage.  I have seen jazz concerts where woodwind performers will have a saxophone, a clarinet, and a flute on a nearby stand waiting to be played on.  Having the EWI able to switch between instruments with ease takes away all that extra weight to carry.

More information can be seen about the EWI here.

Unit Plan Canvas

My unit is based on comparing and contrasting different sounds in music.  The piece from my original lesson plan shapes two different characters. One part is the "Beauty," represented by the clarinet melody, and the other part is the "Beast," which is represented by the contrabassoon melody.  I have based my unit plan on this piece, because these characters are so widely represented.   There are many plenty of other pieces I could use to get my students' minds racing about imagery.  Camille Saint-Saens' Carnival of the Animals suite features about 14 short pieces with titles such as The Elephant, Tortoises, and the Aquarium to give listeners an idea of a picture to imagine when listening to the music.

My canvas is based on the Mother Goose Suite, which was originally a piano composition that was orchestrated for a smaller-sized orchestra.  The images give my students an idea what the composer, Maurice Ravel, looked like, and it can get their brain energized musically as well as emotionally.  I also gave the students a chance to listen to the movement once again, as well as the opportunity to read some background information on the piece.  I kept it simplistic, because my lesson is geared toward second graders.  I had the opportunity to teach my lesson to a second grade class a couple of days ago with much success, and I hope that designing a unit based on listening, comparing, and contrasting musical characters will be beneficial to my future young students.

My Canvas

Synthesizers on Broadway

MIDI technology gives the listener the ability to have whatever acoustic instrument, among other instruments, to be imitated as closely as possible to the real live sound of the instrument.  For example: if I want the sound of a French horn, I can get the sound of a French horn by picking the proper interface for it, whether it's through the interface number, or through picking the name of the sound on an outside application, like Garageband.  It's very beneficial to have an idea of what these live instruments sound like together without having them there, but it's not always beneficial in every situation.

It's become increasingly popular in professional pit orchestras to have a MIDI synthesizer replace real acoustic instruments, such as a string section or a harp.  Due to budget limitations, it's easier to hire one person who can cover all the parts than to have the real live musicians who play the instruments.  The woodwind section already has it hard enough on broadway, because one needs to know how to play all of the instruments presented in a book in order to be hired for a gig.  A person that plays the bassoon, saxophone, oboe, flute, and clarinet will be hired over someone that just plays the flute, or whatever that book calls for.

A synthesizer is normally not used for the woodwind instruments, but they are replacing string sections and harps.  If this continues, then maybe all of the instruments will be replaced by synthesizers.  I find it fantastic that technology has advanced music into this direction, but if it potentially takes away jobs from other starving musicians, then this advancement in technology could also be harmful.  I respect any gig that is presented to me, and I do not want my opportunity to make music and make a show, whether it's in a high school auditorium or on the broadway stage, taken away by one piece of metal that is able to do it all.

Technology and Pedagogy

It was very difficult for me to reflect on a lesson plan off the internet, so I instead opted to use my own lesson plan I wrote a couple of weeks ago.  The only form of digital technology being used may be the piece being played itself, whether it's through iTunes, YouTube, Windows Media Player, a CD, or another source, but it should be made known that there was once a time where music was not accessed this easily.

My lesson plan is not perfect, but I do feel that there were no gaps that needed to be closed based on the curriculum goals, teaching strategies, and technologies given.  My goal for the lesson was to guide my students through more advanced listening of music by using a medium other than music; in this case, it was art.  Paper and crayons may be more primitive forms of technology, but they are still forms nonetheless that would get my students, despite their youth, to think critically about what they are listening to.

1.1.2.B.4 may not be stated in my lesson plan, but I have observed that students in the second and third grade learning about instrument families and the instruments within them.  This can be integrated along the way to guide the students even further while listening.  1.1.2.B.2 has the students identifying what they hear between the melodies of the contrasting instruments stated, and 1.1.2.B.1 has the students expressing themselves through discoveries they hear with the piece.  A Smartboard could further enhance guiding the students through imagery, especially with the "Beauty and the Beast" movie portrait I planned on showing, but I feel that overall, my goals are conveyed through the standards thanks to the support of technology.

Spreadsheet

GarageBand

There are several forms of software out there that can help imaginations young and old soar, but the one program that I have had experience with and would like to share about is GarageBand.  It allows the user to perform many tasks, such as create a song loop through either pre-made or original recordings, record any instruments/voice, warp music through pre-created MIDI tracks, and so much more.  The interface of the program is user friendly and easy on the eyes, moving around bubbles in different track loops that can be of different colors just to the right alignment in time.  Works of both original and pre-created loops can be combined to create exciting loops and works alike.

GarageBand is used to its full potential when utilized with a MIDI keyboard.  When the keyboard is synchronized with the program, it makes recording much easier.  One can record anything he or she desires with ease by using the keyboard to create melodies and harmonies.  The best part is the vast selection of MIDI interfaces, from percussion instruments, to brass instruments, to vocal vowel shapes, to comedic radio noises.  One can also put as many different tracks and interfaces as they would like into the file.  Also, these files can be converted into just about any audio file, such as WAV, mp3, and AIFF.

I was able to record a four-part French horn arrangement of "The Scientist" by Coldplay a couple of years ago all on my own and put it together so everything lined up correctly.  This was my final project for MUTC-101, which is Music Technology.  I used GarageBand as well as Sibelus to create and record my own arrangement of this popular Coldplay song.  I mentioned Sibelius in one of my recent blogposts, and it was a big catalyst for me to go about my project and make everything come together.  I highly recommend GarageBand for anyone who wishes to go about their musical crativity in ways they did not think was possible.

History of Technology in Music

Introduced in 1925, the radio was and still is an important aspect of music technology, because it was the first time that the public, especially the student population, was easily exposed to the kinds of music out there to facilitate education in music.

http://jonlieffmd.com/wp-content/uploads/2013/06/kids-listening-to-radio-.jpg

Recording Technology

As a musician, it is essential to have in possession a recording device.  Devices, such as cameras, cell phones, and portable audio recorders, are used by the every day musician in order to hear oneself perform. It can be used in practice, for self-critique, for others to critique, and of course, to form and shape the final performance or audition.

Audio recordings are essential for the musician auditioning for orchestras, broadway pit orchestras, and other ensembles that hire musicians.  Naxos Music Library, which is available through many universities, such as Montclair State, or even public library databases, such as through Bergen County, is one of many online audio databases that helps the everyday musician out with what they need to listen to for any upcoming audition or performance.  YouTube is also a good reference to use for listening to music.  With the help of websites, such as IMSLP.org, or hornexcerpts.org, that have many audition excerpts and even whole pieces old enough to not be under copyright law, musicians can even follow along with music they listen to online in PDF form.

Phil Smith, the principal trumpet of the New York Philharmonic, told me that when preparing for an audition, it is important to listen to audio recordings of an excerpt over and over again to the point where one can just mimic exactly what is heard.  His advice was a big help for me when I was preparing for my summer festival audition with National Orchestral Institute at the University of Maryland, and this will also be a huge help for me in continual preparation for my senior recital next month.  Being able to listen to audio recordings has helped me grow and improve as a musician, and I am very grateful for the innovations made to recording technology and that audio databases exist for rising musicians to access at their will.

Music Notation Software

One type of technology that we have not had access to until recently is music notation software.  With programs such as Sibelius and Finale, I have the art of composing and arranging music at my fingertips, something I was never really able to do previously.   Sure, I had ideas of what I wanted to write, if anything, in terms of composing music in my head, but music notation software personifies my thoughts of composition.

I am a proud user of Sibelius.  I have access to writing and arranging whatever my hearts content.  There are many different formats, font faces, instrument arrangements, and sound effects that are possible with this program.  Because of MIDI, also known as Musical Instrument Digital Interface, sound effects are built into the software, so the person that is writing the music can get as close to a real-life preview as possible of what they composed or arranged by simply clicking the "play" button.  For example, when one writes music into the line for a French horn, the sound reproduced mimics the tone color of a French horn.

It is hard for me to believe that music used to be written by hand and by whatever amount of memory the composer/arranger had of the sound they desired to be performed.  As technology takes over how people go about their every day lives, it is also taking over how people compose, arrange, and share music.  One issue that I do have with computerized notation software is the fact that, as I stated in my previous blog, human connection is being somewhat drawn away from the music being composed or arranged.

I admire 16th and 17th century composers, such as Ludwig van Beethoven, Wolfgang Amadeus Mozart, and Johannes Brahms, for putting their feathers, ink, pencils, etc. to paper and putting their passion, blood, sweat, and tears into all of their works.  There are fantastic works out there today that were composed only through music notation software, but I feel hitting control + C or P to copy and paste does not have the same effect as it does to literally write music.  Also, the composers I mentioned relied on their ear and their training with their mentors in theory and composition to make their point made.  Today's composers can hear their progress at the click of a button. This is extremely convenient and helpful; however, I am a big believer in imperfection and flaws.  A program like this is designed to play back one's arrangements and creations perfectly.  The same piece of music, performed by live musicians, will never be performed the same way every time.  Different ensembles and groups have their own interpretation and style of what is on the page.  When the music is played back through the software, it will always be played the same way over and over again.  For composers and arrangers, it is never enough to just rely on what the playback of their notation sounds like; they need real, human musicians to really capture what they have plugged into their program.

Programs, such as Sibelius and Finale, are a great asset to our world that is rapidly converting into a world run by technology.  Despite my thoughts about this program potentially ripping away the human connection of composition, it is a great tool for students to be introduced to when learning about composition, theory, different instrument timbres, and more within music.

Technology Autobiography

The most important communicative technology in my life is the laptop.  Laptops are an easy way for me to access new information with the keystrokes of a few fingers.  To me, the laptop is an all-in-one device that allows me to be capable of sharing important documents, researching information through databases that have scholarly information intertwined within them, getting my assignments finished, and more.  With that being said, a negative point I can make is that it is easy for me to get off task.  With the wonders of the internet at my fingertips, I can easily get side-tracked with my curiosity of what certain things are that I see through web videos, links, pictures, articles, etc., and my curiosity can leave me unfocused for long periods of time.  The laptop that I currently use is the new Google Chromebook.  It uses its own operating system that is set apart from Windows and Mac, and it gives me easy access to the internet, email, documents via Google Drive, calendar, and other applications.  It is also very slim, so I am able to take it with me anywhere I go with ease.

Having a cell phone is another important form of communicative technology that I am grateful to own.  In this day and age, a cell phone is commonly referred to as a smart phone; I see them as tiny laptops.  From what I have heard and witnessed, one can have the world and new information in his or her pocket and close to anything I previously stated a laptop can accomplish.  For the sake of this post, I will talk about the basic functions that have changed the world that a cell phone can do.  I am pleased with the fact that I am able to stay in touch with family, friends, colleagues, and new contacts with a device that fits so easily in my pocket.  I have also recently been able to send and receive picture messages as well.  This is coming from a person that owns a flip phone that performs only the most basic functions: texting, calling, and picture messaging.  A cell phone or smart phone can be a great device to keep in touch with people, but it could also be a distraction when in the workplace, in class, with family, etc.  I feel excited when I get a new message or call on my phone, and sometimes that excitement and curiosity distracts me and keeps my mind racing in situations where I should be focused on my task at hand.  It would probably be even worse if I had a smart phone with many more functions and applications to attempt to distract me.

Another important form of communicative technology is social media.  I feel that social media has virtually taken over with how we communicate and keep in touch with other people.  Facebook has taken the world by storm, along with Twitter, Instagram, Tumblr, etc.  People share information, such as what they are doing at the moment via words or pictures, communicate with one or multiple people as they choose, make new connections, find out information about people, and more.  I have found social media useful for finding out about when certain events are as well as keeping connections with contacts that can help me obtain opportunities in playing my instrument, that are long-distance family members to see how they are doing, that go to school with me so we are able to collaborate to achieve a common goal, and more.  With that in mind, I feel social media can rob people of something I find so sacred: the human connection.  I feel that social media has split the personalities of people from who they are on social media to who they are in person.

In regards to the young people in the video, I do agree that technology has become a convenience for society, especially since one is able to have it in his/her pocket whenever needed.  One person said that with the absence of technology, she would not have most of the hobbies she has since they are internet-based. I agree with how rapidly the world is converting into a digital format since the world has become so dependent on the easy access to technology.  But, I also agree with the girl that states she is a human, not a computer.  I would hate to see our world become so reliant on technology that we lose the value of the human connection.