Enhancing Music Learning With Digital Tools: A Case Study of a Student Using iSCORE

Upitis, Rena; Brook, Julia; Abrami, Philip C.

doi:10.17265/2159-5836/2014.06.008

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…Lastly, ePEARL has been adapted for use by studio music teachers and their students, called iSCORE, and research is underway on its use within arts education (Upitis, Abrami, Brook, Troop, & Varela, 2012).…”

Section: Discussionmentioning

confidence: 99%

Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

Abrami¹,

Venkatesh²,

Meyer³

et al. 2013

Journal of Educational Psychology

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The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL. which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)-forethought, performance, and self-reñecdon-and promote student learning. Participants in this study were 21 teachers from elementary schools (Grades 4-6) and their students (N = 319) from 9 urban and rural English school boards in Quehec and Alberta, Canada, who participated during the 2008-2009 school year. Students with low enthusiasm for the use of ePEARL were excluded from the main sample as they exhibited different pattems in leaming gains and selfregulatory skills as compared with those with high and medium enthusiasm. Multivariate analyses of covariance showed that students motivated to use the software made significantly greater gains compared with controls in 3 of 4 writing and reading skills (p < .01) as assessed by the constructed response subtest of the Canadian Achievement Test (fourth edition). Multivariate analyses of covariance of student survey data revealed that, over time, students who used the software reported higher levels of SRL processes than those in the control group (p < .01). Implicadons of the fmdings for school leaders and teacher educators regarding the use of electronic portfolios are discussed.

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Section: Discussionmentioning

confidence: 99%

Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

Abrami¹,

Venkatesh²,

Meyer³

et al. 2013

Journal of Educational Psychology

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show abstract

“…Very often these technologies are considered an added value to the teaching and learning process. Arguments to backup the belief in their educational potential concern, for example, the multimodal presentation of learning content as supporting the processing of learning content ( de Jong 2010;Mayer et al 1999;Sweller, Van Merrienboer, and Paas 1998), the use of objective measurement as a way to bypass the possible ambiguity of conventional verbal feedback (Hoppe, Sadakata, and Desain 2006;Howard et al 2007), the facilitation of creating a powerful learning environment (Bransford 2000) and their appeal to young people (Burnard 2007;Prensky 2001;Upitis, Brook, and Abrami 2014;Wise, Greenwood, and Davis 2011).…”

Section: Introductionmentioning

confidence: 99%

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Nijs

2017

Music Education Research

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New interactive music educational technologies are often seen as a 'force of change', introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machine's conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided.

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“…The use of recordings has also been investigated—specifically how this practice can influence the self-regulated learning of prospective piano teachers (Deniz, 2012)—although it has been suggested that on numerous occasions students do not subsequently resort to viewing practice recordings (Waddell & Williamon, 2019). The use of a digital portfolio, such as electronic reflections and goals or asynchronous electronic communication with the teacher, has also been the subject of research to find out how it influences instrumental self-regulated learning (Brook & Upitis, 2015; Upitis & Abrami, 2017; Upitis et al, 2010, 2014, 2017).…”

Section: Self-regulation Music Learning and Technologymentioning

confidence: 99%

Self-regulation strategies and behaviors in the initial learning of the viola and violin with the support of software for real-time instrumental intonation assessment

López-Calatayud

Giménez

2022

Research Studies in Music Education

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Self-regulation strategies and behaviors are important aspects of instrumental music learning because they allow students to set learning goals by testing and controlling their cognition, motivation, behaviors, and emotions. This work investigates the self-regulation processes of four young instrumentalists (aged 10–11 years) in their initial stages of viola and violin learning, during practice with Plectrus, a real-time instrumental intonation training and assessment software. The qualitative-hermeneutical nature of this research employed a multiple case study design to investigate the construct of self-regulation within a software-supported instrumental learning process. Data were collected from the participants’ practice diaries over a 4-week period. The final practice session was also analyzed from audio-visual recordings. The results indicate that, despite their limited experience, the students showed a diversity of strategies and behaviors with which they self-regulated their cognitions, motivations, behaviors, and emotions. However, not all the students employed the same processes, and there was variability in the frequency of their use. One of the students showed more self-regulatory processes than the rest and achieved the best scores, although it has not been possible to establish a relationship between the scores and self-regulation.

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Enhancing Music Learning With Digital Tools: A Case Study of a Student Using iSCORE

Cited by 6 publications

References 6 publications

Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

Self-regulation strategies and behaviors in the initial learning of the viola and violin with the support of software for real-time instrumental intonation assessment

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