A strategic approach to music listening with a mobile app for high school students

Cho, Sunggi; Baek, Yoomee; Choe, EJ

doi:10.1177/0255761418819016

Cited by 12 publications

(10 citation statements)

References 21 publications

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“…However, in other countries, such as Taiwan, the government has been implementing since the 1990s a series of educational policies and investments in resources that have proven their benefits (Chen, 2012). Nonetheless, we should recall that multiple applications are available through mobile phones, devices whose use is entirely widespread and habitual in Spain, that do not require the use of the tools of the classroom itself (Cho et al, 2019).…”

Section: Findings and Discussionmentioning

confidence: 99%

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Calderón-Garrido¹,

Carrera²,

Gustems-Carnicer³

2021

INT J INSTRUCTION

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Knowledge and use of information and communication technology (ICT) are especially important for teachers since, in addition to ICT being a key element of the teaching and learning process, how teacher use it influences whether students use it inside and outside the classroom. This article identifies the knowledge of ICT that teachers from the area of music education at Spanish universities have and how they use it, as well as their training and their views on its advantages and disadvantages in teaching and learning processes. To do this, we used an ad hoc questionnaire with a valid sample of 112 teachers. The results indicate that teachers are aware of the benefits of ICT in their own teaching and in the professional future of the students. They kept the educational needs of the students very much in mind when choosing each resource. Despite knowing the benefits, the teachers did not train their students to learn how to use ICT. The biggest concern was the technological and gender gap identified.

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Section: Findings and Discussionmentioning

confidence: 99%

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Calderón-Garrido¹,

Carrera²,

Gustems-Carnicer³

2021

INT J INSTRUCTION

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“…On these lines, Bauer and Dammers (2016) found similar problems in the National Association of Schools of Music (NASM; United States), where teachers regarded a lack of resources and funds as common obstacles for integrating technologies into the music teacher education curriculum. Nonetheless, we should recall that multiple applications are available through mobile phones, devices whose use is entirely widespread and habitual in Spain, that do not require the use of the tools of the classroom itself (Cho et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Calderón-Garrido¹,

Gustems-Carnicer

Carrera

2020

International Journal of Music Education

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Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

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“…Emerging technologies have already created learning opportunities that challenge the traditional pedagogical approaches in music learning through mobile services and web-conferencing software (Cho et al, 2019;Sabet, 2020). Prior studies demonstrated that recent musical instrument applications (apps) such as Echobo and Garageband could successfully engage secondary school students to participate in performing blended learning practices with their mobile devices (e.g., Lee & Freeman, 2013;Väkevä, 2010;Wise, 2016).…”

Section: Using Technology In Music Educationmentioning

confidence: 99%

Engaging students in creative music making with musical instrument application in an online flipped classroom

Chu

2021

Educ Inf Technol

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In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic. Educators began to design alternative ways to conduct some meaningful learning activities for their students. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers' observations and semi-structured interviews. We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. This article presents evidence of implementing the online flipped classroom approach to enhance students' satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times.

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A strategic approach to music listening with a mobile app for high school students

Cited by 12 publications

References 21 publications

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Engaging students in creative music making with musical instrument application in an online flipped classroom

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