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

Bannerman, Julie K.; O’Leary, Emmett James

doi:10.1177/1057083720951462

Cited by 9 publications

(3 citation statements)

References 28 publications

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“…In any case, I am careful not to assume that students will be familiar with these tools because they use computers or technology often and try to help as needed. 34…”

Section: Editingmentioning

confidence: 99%

Popular Music, Responding, and the Potentials of Podcasting

O’Leary¹

2022

Music Educators Journal

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Students in the United States discuss popular music all the time, but often outside the music classroom. How can music educators bring those conversations into the classroom in ways that students find engaging and meaningful? Podcasts offer a potential solution. By taking on the role of the popular music podcaster, students enrich their conversations by developing analytical skills that theorists, musicologists, and critics use in the process of making a tangible product. This article invites educators to consider the potential of popular music podcasts using pedagogical strategies that include listening, responding, and project-based learning.

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“…In any case, I am careful not to assume that students will be familiar with these tools because they use computers or technology often and try to help as needed. 34…”

Section: Editingmentioning

confidence: 99%

Popular Music, Responding, and the Potentials of Podcasting

O’Leary¹

2022

Music Educators Journal

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“…As a result of the study, it was revealed that the technology-supported teaching-learning approach contributed positively to the creativity of the students, changed their musical perceptions and improved their musical creativity. Bannerman et al (2021) aimed to establish the personal technology use of music teacher candidates, their views on the use of technology in music teaching and their experiences with music technology. They concluded that music teacher candidates used technology for various purposes on a daily basis and did not feel knowledgeable about technology for teaching music.…”

Section: Introductionmentioning

confidence: 99%

Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education

Gül

2023

Acta Educationis Generalis

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Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education. Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis. Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process. Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages. In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology. Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year. Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing, and they did not use these tools throughout the process. It was revealed that these tools had positive effects such as increasing students’ attention and contributing to their permanent learning, as well as negative effects such as the tendency (to expect everything to be handed to one on a silver plate) and reducing the teacher's remedial role.

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“…The process of training future music teachers can be implemented with the help of SinophonicOnline, Musicca14, E-Book Maestro and other technologies (Bannerman & O'Leary, 2021). For example, the Sibelius application facilitates the study of sheet music, enabling the division of a piece of music for easier comprehension.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Steam Technologies for Building Digital Competence of Future Music Art Teachers

Provorova,

Arystova,

Gorozhankina

et al. 2023

RDLUZ

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The aim of the work is to determine the effectiveness of the implementation of STEAM technologies for building the digital competence of future music art teachers. This aim was achieved through a sociological survey, effectiveness calculations, variation, statistical error. It was established that most students' digital competence level was low (47%) before the study, which affected their level of knowledge. Only 12% of the students had a high level of digital competence. The obtained data contributed to developing approaches to training future music art teachers using STEAM technologies and digital opportunities. It was found that the use of the Vocal Range Vocaberry application has a greater impact on students’ digital competence, as the results are related to the detailed study of approaches to voice development. This approach to learning contributed to the acquisition of high-level knowledge by a greater proportion of students (71%). The practical significance of the work is related to the possibility of improving the system of training music art teachers with the use of digital technologies. Further research may focus on establishing the effectiveness of various vocal training programmes for future teachers.

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

Cited by 9 publications

References 28 publications

Popular Music, Responding, and the Potentials of Podcasting

Popular Music, Responding, and the Potentials of Podcasting

Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education

Implementation of Steam Technologies for Building Digital Competence of Future Music Art Teachers

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