Educational effectiveness analysis of the use of digital music learning objects. Comparison of digital versus non-digital teaching resources in compulsory secondary education / Análisis de la eficacia educativa del uso de objetos digitales de aprendizaje musical. Comparación con los recursos didácticos no digitales en educación secundaria obligatoria

Abstract

This article analyses the effect of the implementation of an educational intervention program based on digital learning objects for music in first year compulsory secondary education students, versus teaching focused on non-digital resources, such as textbooks. A pre-test, post-test, quasi-experimental study was performed with two comparison groups. The results confirm higher academic-disciplinary achievement as a result of the intervention program implemented within the experimental group as compared to the control group. The effects of this program on the transfer of learning are also confirmed.

Innovative and disruptive pedagogies in music education: A systematic review of the literature

“…The technological advances of this first quarter of the century have meant that pedagogical innovation in music education has been led by ICT integration (Lorenzo-Quiles et al, 2015). Researchers have followed this trend, and scientific production has been abundant in this area (Botella-Nicolás et al, 2019; García-Gil & Cremades-Andreu, 2019; Parra & Gutiérrez, 2017) and it is somewhat uncommon to find forms of innovation with less interest in technology (Minors et al, 2017; Vass, 2019).…”

Rethinking the innovation, effectiveness and perceptions of flipped classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida)

“…Unlike face-to-face communication, the dynamics of communication in ICT environments implies that teachers must be fully prepared for how to design tasks, create and maintain communication, guide and monitor interactions, evaluate students’ performance and so on. As pointed out by Lorenzo-Quiles et al (2015), the difference in students’ learning results cannot be merely due to the use of the digital learning objects, since other elements such as computer-student-teacher interactivity also make important contributions to the improvement (p. 307). In that sense, the required key change lies in the notions or philosophy of education and teaching practice rather than the mere updating of technical tools.…”

“…A diferencia de la comunicación personal, las dinámicas de la comunicación en un entorno TIC implica que los docentes deben estar altamente preparados para diseñar tareas, crear y mantener la comunicación, guiar y supervisar las interacciones, evaluar el rendimiento de los estudiantes, etc. Como señalan en su estudio Lorenzo-Quiles et al (2015), la diferencia en los resultados de los estudiantes no puede atribuirse meramente al uso de materiales de aprendizaje digitales, puesto que también otros elementos, como la interactividad computadora-estudiante-docente, realizan contribuciones importantes a esa mejora (p. 307). En ese sentido, el cambio clave necesario reside en las nociones o la filosofía de la práctica educativa y pedagógica y no en la mera actualización de las herramientas técnicas.…”

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

“…More than ever, teachers have a plethora of systems and tools to learn and continue to improve themselves. These include electronic devices such as computers, tablets and mobile phones, systems that generate, store and/or process data, social media groups and online multimedia platforms with numerous types of learning materials and resources, including learning management systems and collaborative electronic e-portfolios (Lorenzo-Quiles et al, 2015; Tur & Urbina, 2016). The rapid development of digital learning spaces requires teachers to constantly adapt and develop new skills to stay current with the most recent trends, embodying lifelong professional learning.…”