Are They Ready to Teach With Technology? An Investigation of Technology Instruction in Music Teacher Education Programs

Haning, Marshall

doi:10.1177/1057083715577696

Cited by 31 publications

(22 citation statements)

References 17 publications

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“…Rather, more than half of both studio and K-12 teachers felt their degrees did not at all prepare them with financial and business management skills or entrepreneurial skills, and a substantial percentage of the teachers felt that their institutions prepared them very little or not at all in terms of technological skills. This is consistent with previous research findings that have highlighted a perceived lack of budgeting skills (Ballantyne & Packer, 2004) and technological competence (Haning, 2016) among K-12 teachers. With 15.2% of studio teachers in this sample earning $10,000 or less per year and only 13.9% earning more than $30,000 per year, it would seem these skills are essential for studio teachers in particular.…”

Section: Discussionsupporting

confidence: 93%

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

Blackwell

2018

Journal of Research in Music Education

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The purpose of this study is to compare music studio teachers’ ( n = 622) and K–12 music teachers’ ( n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K–12: 75.7%), leadership skills (Studio: 71.6%; K–12: 89.3%), project management (Studio: 65.1%; K–12: 74.8%), persuasive speaking (Studio: 63.4%; K–12: 74.2%), clear writing (Studio: 51.5%; K–12: 63.4%), creative thinking (Studio: 88.7%; K–12: 91.4%), taking feedback (Studio: 78.8%; K–12: 81.2%), broad knowledge and education (Studio: 80.1%; K–12: 91.0%), and critical thinking (Studio: 64.3%; K–12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K–12 teachers.

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Section: Discussionsupporting

confidence: 93%

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

Blackwell

2018

Journal of Research in Music Education

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“…Participants rated their knowledge in technology-related domains lowest and indicated that personal exploration was one of their primary resources for learning in these areas. Similarly, Haning (2016) surveyed undergraduate preservice teachers about technology instruction and plans for technology implementation. Haning reported that most students had taken a technology-focused course and desired further training in technology integration.…”

Section: The Myth Of Generational Labelsmentioning

confidence: 99%

Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills

Bannerman

O’Leary

2020

Journal of Music Teacher Education

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Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. We distributed an online survey to collegiate members of the National Association for Music Education, with 360 undergraduate students providing responses. Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula.

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“…Much of the social media-based research in music education has focused on digital tools and their application (Albert, 2015;Nart, 2016;Williams, 2014), teacher preparation (Haning, 2016;Nart, 2016), potential impacts on learning (Portowitz et al, 2014;Webster, 2016), and education in the postdigital age (Clements, 2018). This research has increased our knowledge about the intersection of social media and music education in K-12 schools and institutions of higher learning.…”

Section: Review Of Literaturementioning

confidence: 99%

The Perceived Influence of Social Media on High School Band Students’ Decision to Participate in a College Marching Band

Cumberledge

2020

Update: Applications of Research in Music Education

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The purpose of this study was to investigate the perceived influence of social media on high school band students’ future decision to participate in a college marching band. Participants ( N = 158) were high school band students. Results indicated that social media could be influential in high school band students’ decision to participate in a college marching band, as high social media usage rates were reported. Results also indicated that personal communication, such as face-to-face conversations with family and friends and direct email contact from band directors, strongly influenced their decision to join a college marching band. These results suggest that recruitment strategies containing direct modes of communication resonate with prospective college students. Suggestions for future research are provided, as social media technology is quickly evolving and investigations are needed to guide and inform the recruitment practices of college marching band programs.

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Are They Ready to Teach With Technology? An Investigation of Technology Instruction in Music Teacher Education Programs

Cited by 31 publications

References 17 publications

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills

The Perceived Influence of Social Media on High School Band Students’ Decision to Participate in a College Marching Band

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