COVID-19 and Digital Literacy: Assessing Pre-service Music Teachers' Views on Piano Lessons Provided in Emergency Remote Teaching (original) (raw)
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This study aims to examine distance music education practices in the pandemic period in line with the opinions of pre-school teacher candidates. The study, in which the single case study design, one of the qualitative research approaches, was used, was carried out with 22 preschool teacher candidates studying at the Kafkas University, Turkey. The data were collected through a semi-structured interview form created by the researchers in line with expert opinions. The obtained data were collected under different themes and analyzed with content analysis. The results of the study showed that the acquisitions made by the preschool teacher candidates during distance music education were mainly based on a theoretical foundation. It was found that the greatest practical deficiency occurred in learning a musical instrument.The participants mostly expressed their views on saving time and space as the positive aspects of distance education. On the other hand, negative results were also obtained, such as the inadequacy of mutual communication in the distance education process, the lack of infrastructure in practice, and the limited course time. In future studies, it is recommended to implement synchronized applications, especially for instrument training, by supporting online materials. Keywords: Distance music education, online music education, pre-school music education, covid-19, pandemic
Evaluation of asynchronous piano education and training in the Covid-19 era
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The aim of this study is to examine the success of music students in asynchronous piano education during the distance learning process in the spring semester of the 2019/2020 academic year in the Covid-19 outbreak. Participants of the study consisted of 34 students studying at Giresun University, 37 students studying at Niğde Ömer Halisdemir University and 32 students studying at Kırıkkale University. Various quantitative and qualitative research techniques were used depending on the aim and sub-problems of the study. Hence, this research was carried out with a mixed method. Besides, this research is an experimental study in one dimension. In order to collect the data of the research, the "track deciphering form" "track technical form" and "track acceleration and musicality form" developed by Yücetoker were used in the assessment of the play records received from the students, and the midterm and final grades of the students were received from the student information systems of the relevant universities. Findings obtained from qualitative data were analyzed by the arithmetic mean, and findings obtained from quantitative data were analyzed by the paired-samples t-test. In light of the findings, it was concluded that the students did not gain enough deciphering, technical study, and musicality behaviors in asynchronous piano education in distance education, and their distance education achievement scores were lower than the face-to-face education achievement scores. Various suggestions were given in light of these results.
International Journal of Education, Technology and Science, 2023
In the research, it was aimed to reveal the experiences and opinions of music teachers regarding the distance music education process during the Covid-19 pandemic. In the research, case study method, one of the qualitative research types, was used. The study group of the research consists of 18 music teachers working in official and formal secondary schools affiliated to Malatya Provincial Directorate of National Education in Turkey. The data obtained through the semistructured interview form were analysed by content analysis technique and the thematic coding were visualised and presented in tables. As a result of the research, it was determined that the most preferred technological tools of music teachers in the distance education process during the pandemic period were smartphones and laptops, the programs they commonly used were Zoom and WhatsApp, and they did not receive any training on the distance education process. It was revealed that the teachers carried out activities for the course outcomes in the distance education process, used demonstration and question-answer techniques more as teaching techniques, preferred individual instrument instruments and workbooks as course materials, and evaluated the students' attendance and attendance-absenteeism as measurement and evaluation methods. The problems experienced in teaching the learning outcomes related to the listeningsinging and musical creativity learning areas in the music curriculum to students were the most common points emphasized by the teachers. Teachers see the fact that distance education offers richness of materials and provides the opportunity to teach independently from time and place as positive aspects of distance education, while they see the restriction of social interaction among the negative aspects of distance education. In addition, technological infrastructure problems, internet connection problems, synchronisation problems, student indifference and parent insensitivity are among the problems that teachers draw attention to.
International Journal of Technology in Education and Science, 2021
The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and ...
Proceedings of ICSES 2020 -- International Conference on Studies in Education and Social Sciences, 2020
In spring 2020, members of the educational community in Greece experienced an unprecedented situation as a general lockdown due to the COVID-19 pandemic led to a two-month closure of schools. During this period, educators of all levels attempted to maintain contact with their students and teach remotely, mainly through synchronous and asynchronous distance-learning technologies, despite their lack of previous experience. The purpose of the present study was to investigate the actions that took place in the 48 Public Music Secondary Schools of the country during these two months. These actions were pertinent to the tutoring of musical instruments which is a basic part of the school curriculum. The participants were 87 instrumental music teachers, who worked in this type of school during the school year 2019-2020 and responded to a relevant questionnaire. Through this study, the researchers aim to record the methodologies followed by these teachers, exploring the benefits as well as the problems that arose during this process and providing suggestions that could contribute to the improvement of distance music education in the future.
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2021
Winneba (UEW), trains students to acquire the skill of playing some Western instruments such as the keyboard, guitar, winds and orchestral strings. Furthermore, students also receive training in playing Ghanaian traditional instruments such as the atenteben and the various traditional drums of the existing ensembles. This practical teaching also include singing, dancing and ensemble making to allow all students perform their instruments in an ensemble. Unexpectedly, training in these instruments and ensembles was despaired by measures to contain the spread of Covid-19 pandemic. While theory courses in music were conducted via platforms such as Moodle, Google Classroom, the University's Virtual Class (VClass) and Zoom, the exploratory case study design was used to seek technological means to conduct practical lessons which almost came to a halt as a result of its face-to-face teaching nature. Reviewing literature on technologies for teaching and Covid-19, the study which was based on Technological Pedagogical Content Knowledge (T-PACK) model unearthed means to conduct practical lessons. Lecturers, instructors, technicians and students of the Department were interviewed to organize their opinions on how to conduct practical lessons amidst Covid-19 restrictions. The study divulged innovative technological means to situate software programmes and applications such as Zoom, Google Classroom, Moodle, Microsoft Meet, Team Viewer, WhatsApp and Facebook for practical lessons.