Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills (original) (raw)
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2019
A Western Sydney research project investigated the question, “What are the practices of pre-service teachers and experienced teachers of music in secondary schools that successfully engage their students with digital media?” The hypothesis underlying the project was that digital media offers school students opportunities, and has the potential to allow more self-paced, interactive and personalized learning. Consequently, the research sub-questions were: (1) How are music teachers preparing students with the techniques and skills needed to take advantages of the opportunities that ICT offers? (2) How can music teachers develop their students' capacity to use and contribute to this wealth of information? The participants in the study were five experienced teachers and four pre-service teachers, and the method was a multi-site case study approach. Data collected in the project provided positive findings about growing student engagement with digital media in a range of Sydney school...
UTILIZATION AND EFFECTIVENESS OF TECHNOLOGY IN MUSIC EDUCATION
UTILIZATION AND EFFECTIVENESS OF TECHNOLOGY IN MUSIC EDUCATION, 2015
The primary purpose of this study was to examine the utilization and effectiveness of technology in music education. The study surveyed music educators’ perceptions and attitudes towards technology use and its effectiveness in teaching and learning. It also explored the relationship between personal development and self-efficacy. A cross- sectional designed survey was employed to investigate attitudes and perceptions of music educators on utilization and effectiveness of technology in the classroom. The data collected was used to provide information about participant’s demographics, basic technology operational proficiencies and self-efficacy using technology. A convenience sample for this study was obtained by responses from an online questionnaire that was sent to state music educators who were members of two major professional organizations. The survey targeted a population of current and retired K-12 music educators n=1,273 with 117 responding to the survey which resulted in an 11% return rate (n=117). Respondents used a hyper-texted link connecting to the online survey that was incorporated via a sent email for the data collection process. The results of the study indicated that despite primary and secondary barriers towards technology utilization, the majority of music educators that participated in the survey actively endorsed the use of technology and its effectiveness in teaching. The implications of the survey suggest that music educators need and want to use technology in their classrooms and that authentic professional development/teacher training is the foremost way to increase self-confidence and self-efficacy in technology use.
The College Music Symposium, 2015
Technology has greatly influenced today's world of music, including the means by which people produce, consume, and share it. Teachers have many options for utilizing technology as a tool to facilitate their students' engagement with and understanding of music. The 69 Music Learning Activity Types that have been identified to date and appear below are designed to help educators connect musical content, pedagogy, and various technologies in authentic ways that enable students to create, perform, and respond to music. Meant to stimulate a teacher's thinking about effective ways to plan music learning that is assisted by digital tools, each activity type is described and then aligned with a list of possible technologies that may be used to support it. The Music Learning Activity Types Taxonomy is organized in terms of the three artistic processes in which musicians engage: creating, performing and responding to music. This is a well-accepted way to conceptualize musicality (Ernst & Gary, 1965; Shuler, 2011; Shuler & Connealy, 1998). Further, these musical processes provide the organizational structure for the National Standards for Music Education 3 , the basis for many state and local music curricula. The taxonomy reflects typical creating, performing and responding activities and technologies for beginning to intermediate-level K-12 students. It was derived from an examination and synthesis of the research and pedagogical literature in music teaching and learning, and has undergone peer review. Successful technology integration in music classrooms requires careful planning of student learning experiences. The Music Learning Activity Types Taxonomy provides guidance for teachers to use when planning lessons that effectively integrate musical content, pedagogy, and technology. When developing lesson plans, teachers often think in terms of types of learning activities that will help students achieve curricular outcomes (John, 2006; Yinger, 1979). An activity type captures what is most essential about the structure of a particular kind of learning action as it relates to what students do when engaged in that particular learning-related activity (e.g., "group discussion;" "role play;" "field trip"). Activity types are combined to create lesson plans, projects and units (Harris & Hofer, 2009, p. 3). Choosing from a palette of available activity types that can be selected according to learning goals informed by content standards can allow teachers to more effectively plan lessons that integrate technology, while simultaneously developing their Technology, Pedagogy and Content Knowledge (TPACK) 4 (Harris & Hofer). The Music Learning Activity Types follow, organized by the overarching musical processes of creating, performing, and responding to music, then further delineated by musical actions
K-8 General Music Educators and Technology: Beliefs, Application and Motivation
2020
Technology is constantly evolving in the classroom, and some educators choose to embrace that technology more than others. This study investigates the uses and motivations of educators who integrate technology frequently in their K-8 general music classrooms in Missouri. Three music educators were identified with 10 years of experience who had established reputations for teaching with technology effectively. A single semi-structured interview with each participant was used to explore the participant's motivations and beliefs and the specific technology applications that were frequently used in their classrooms. The analysis of the interviews revealed that the participants believed that integrating technology motivated a broad spectrum of students and engaged them in relevant content for their lives outside of the school building. Participants also indicated that a variety of software, applications and web tools were used for listening/watching, assessing/responding, and creating/performing. The results were consistent with existing research on technology-related uses and motivations in music classes. Limitations of COVID-19 and time hindered a more meaningful analysis of self-efficacy and socialization by numerous interviews and observation of participants' teaching methods, which is suggested for further research.
Music Education and the Meaningful Use of Technology
The presence of personal computers in the music classroom might suggest upward mobility and a cutting-edge curriculum. However, a growing voice is also beginning to reflect more critically on the use of technology and to advocate a balance between things digital and things natural. Each educator must learn how and when to go unplugged and when the use of the personal computer is capable of adding depth and value to the learning. This paper will explore issues around the appropriate and meaningful use of technology for music educators. It will differentiate between the notions of learning about technology and learning with technology. Lastly, it will consider how the principles of music education according to the Kodály concept offer a solid base for thinking about the appropriate use of music technology.
Per Musi, 2023
The paper’s objective is to depict the current situation regarding the use of digital tools on the part of musical education teachers and students to teach and learn music. The research tool used is a questionnaire designed and validated psychometrically by the authors, focusing on eight types of technological musical tools. The questionnaire was distributed through social networks, providing a valid sample of 274 participants in Spain. The analysis of the results reveals very little knowledge regarding digital tools for present-day musical education. It also highlights that the age of the participants does not correlate with the type of technological resources used in classrooms, leading to the conclusion that said resources are not a factor that impede acquisition of digital competence. However, substantial differences are observed depending on the sample’s professional profile. This study intensifies the need to provide training solutions in order to improve the quality of music education systems.
Música Hodie, 2021
At present, digital technology provides innumerable new possibilities in the field of musical education. Its tools are, a valuable mediator in teaching-learning processes at the levels of elementary and university education, and specialisation. This study examines the knowledge and use of technological resources in the specific sphere of teaching in elementary, intermediate and superior stages in music conservatories and schools of music. By means of an online questionnaire administered to 82 teachers in this field, significant data was obtained regarding said knowledge and use of technological tools. These results provide evidence that those tools are scarcely applied, whether in preparing classes or in learning processes in the classroom. The only positive data appears in connection with the use of sound and sheet music editors.
Technology in Ohio's School Music Programs: An Exploratory Study of Teacher Use and Integration
Contributions to Music Education, 2008
The purpose of this study was to examine the status of technology use and integration in music programs throughout the state of Ohio. Factors under investigation were: (a) the types of technology used in music teaching and learning; (b) levels of teacher comfort with technology; (c) teacher training and preparation in the use of technology for teaching; and (d) teachers' views of obstacles toward integration. An anonymous, online questionnaire was completed by 552 K-12 music teachers in Ohio. Results indicated that teacher technology use is more frequent than student technology use, and certain technologies such as CD burning and the use of notation software were the most common. There was a moderate positive correlation between comfort with general technology and comfort with music technology [r = .49, p < .01]. The disproportion between teacher use and student use of technology supports assertions of previous research, and suggestions are offered as to how teacher training may address this disparity.