Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University

Bolívar-Chávez, Oscar E.; Labra, Joaquín Paredes; Palma-García, Yury Vladimir; Mendieta-Torres, Yessenia Anabel

doi:10.3390/math9040412

Cited by 16 publications

(7 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bringing music to life through information technology is changing musical creativity. New learning scenarios are emerging with information technology (Bolívar-Chávez et al, 2021). Vocal learning websites have been developed around the world, targeting different age groups (Neokleous, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…La posibilidad de dar vida a la música a través de las tecnologías de la información está cambiando la creatividad musical. Con la tecnología de la información están surgiendo nuevos escenarios de aprendizaje (Bolívar-Chávez et al, 2021). Se han desarrollado sitios web para el aprendizaje vocal en todo el mundo, dirigidas a distintos grupos etarios (Neokleous, 2015).…”

Section: Revisión De La Literaturaunclassified

See 1 more Smart Citation

Development of vocal exercises for training musical skills (Desarrollo de ejercicios vocales para entrenar las habilidades musicales)

Gao,

2023

Culture and Education: Cultura y Educación

View full text Add to dashboard Cite

Development of vocal exercises with visual art and interactive tools might contribute to development of students’ musical skills and enhance learning effectiveness. This paper gets an insight into the effectiveness of the vocal exercises developed with visual art tools and a vocal training app. The survey was conducted among 110 students from a music school in China. Students from small groups B who used MOOC and the developed vocal exercises performed 8.6% better compared to the control group, suggesting the programme’s effectiveness for teaching vocal performance. Group B post-assessment of the special factors showed increased scores on the three assessment criteria after the intervention. This study has practical value and is important for further research because it demonstrates the developed vocal exercises’ effect on musical skills. Research findings may be applied in educational institutions that are interested in finding ways to develop musical skills and improve the effectiveness of vocal training. The results are important for teachers, education officials and everyone interested in the introduction of interactive environments.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Revisión De La Literaturaunclassified

Development of vocal exercises for training musical skills (Desarrollo de ejercicios vocales para entrenar las habilidades musicales)

Gao,

2023

Culture and Education: Cultura y Educación

View full text Add to dashboard Cite

show abstract

“…O.E. Bolívar-Chávez et al (2021), in the study "Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University," examined the effectiveness of technologies used in polyartistic education. The researcher investigated the impact of mobile apps for music art on student motivation and engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Polyartistic Approach in Music Education: A Tool for Teaching and Developing Creative and Critical Thinking

Yaoquan,

Ruiping,

Yang

et al. 2023

rupkatha

View full text Add to dashboard Cite

The article presents two models for introducing a polyartistic approach in Bachelor’s and Master’s training. The study emphasizes the need to integrate art and art education into the educational process as a factor in the development of creative and critical thinking, communicative and sociocultural competencies of future music teachers. The first model, known as the linear one, implies the inclusion of polyartistic disciplines and tracks in the educational program. This model allows students to choose electives that meet their interests and professional qualifications. This approach provides students with flexibility in planning their academic path and learning issues related to polyartistic education more comprehensively. The second model, the concentric one, is used in the Master’s degree programs. This model enables students to expand their knowledge and skills in the polyartistic component based on the knowledge gained during their Bachelor studies. Students study polyartistic subjects and thus expand their theoretical, methodological, and performing skills. These two models can be used for training secondary school music teachers and teachers of institutions of supplementary art education. The introduction of a polyartistic approach into the discussed models helps to better understand and apply art as a tool for teaching and contributes to the development of creative and critical thinking, communicative and sociocultural competencies of future music teachers. This article suggests new approaches to the formation of the professional identity of music teachers, the development of students’ creative abilities, and the use of modern technologies in polyartistic education. The conclusions of this article can serve as a basis for further research and development of practical aspects of introducing a polyartistic approach into the process of training music teachers.

show abstract

“…Interactive technology is suggested as means for motivating students' learning [44]. In this research, the interactive technological tool could be considered a knowledge construction mind tool, as it helped the participants explore the mathematical topic.…”

Section: Implications and Limitationsmentioning

confidence: 99%

Positioning–Emotions Association of Young Students Using Digital Technology

Daher

Swidan

2021

Mathematics

View full text Add to dashboard Cite

Researchers in social semiotics have shown students’ emotions to be associated with their positioning, an association which contributes to students’ cognitive processes and, therefore, to their learning. Nevertheless, this association between emotions and positioning, especially with regard to very young students, has not been extensively investigated with qualitative methods. The present work considers the positioning–emotions association in the context of third-grade students using digital technology to study relationships among quadrilaterals. The entire learning process of eight students, divided into four pairs, was recorded on video; the transcripts were then analyzed using qualitative and quantitative methods to understand the relationship between positioning and emotion constructs. A chi-square test was run for the transcribed data to find the correlations between constructs for positioning and emotions. We found a strong connection between outsiderness and boredom and between leadership confidence; moderate connections were found between outsiderness and powerless, help-seeking and confusion, and collaboration and interestedness. We used the discursive framework for connecting positioning with emotions to encode the data and triangulate our qualitative and quantitative findings. By these means, we were able to draw conclusions regarding the role of digital technology in determining students’ positioning and of the teacher in modifying undesirable positioning and its associated emotions.

show abstract

Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University

Cited by 16 publications

References 20 publications

Development of vocal exercises for training musical skills (Desarrollo de ejercicios vocales para entrenar las habilidades musicales)

Development of vocal exercises for training musical skills (Desarrollo de ejercicios vocales para entrenar las habilidades musicales)

Polyartistic Approach in Music Education: A Tool for Teaching and Developing Creative and Critical Thinking

Positioning–Emotions Association of Young Students Using Digital Technology

Contact Info

Product

Resources

About