The Use of Information &amp; Communication Technology (I&amp;CT) in the Scottish Music Curriculum: A focus group investigation of themes and issues

Byrne, Charles; MacDonald, Raymond

doi:10.1080/1461380022000011957

Cited by 27 publications

(29 citation statements)

References 12 publications

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“…Similarly, Armstrong (2001) argued that a technology focus may be advantageous to males who tend to possess higher levels of confidence and preference for working with technology. Byrne and MacDonald (2002) reported both an increase in the number of females who seemed to be engaging in technology, whilst also noting that the implementation of computers and appropriate music software, had in fact increased access to music for secondary school boys. More recently, Cooper (2009) reported that 'boys were more interested than girls in using music technology both in lessons and in extra curricular classes' (p. 39) and suggested that gender differences did still exist, with boys having more interest in technology and tending to use computers more at home than girls, although in terms of actual ability to use technology, no gender differences existed.…”

Section: Educational Research 349mentioning

confidence: 94%

“…In terms of student learning, the effective use of music technology appears to have demonstrated significant benefits, including enhancing student performance, increasing motivation and assisting assessment (Beckstead 2001;Byrne and MacDonald 2002;Savage 2007). To these advantages, Savage (2007) adds a number of disadvantages, which include the potential loss of musical skill, issues of training, decreasing confidence in musical performance skill and technical difficulties.…”

Section: Music and Technologymentioning

confidence: 97%

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Gender differences in computer- and instrumental-based musical composition

Shibazaki

Marshall

2013

Educational Research

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Background: Previous studies have argued that technology can be a major support to the music teacher enabling, amongst other things, increased student motivation, higher levels of confidence and more individualised learning to take place [Bolton, J. 2008. Technologically mediated composition learning: Josh's story. British Journal of Music Education 25, no. 1: 41-55; Kardos, L. 2012. How music technology can make sound and music worlds accessible to student composers in further education colleges. British Journal of Music Education 29, no. 2: 143-51]. In contrast, a reasonable number of alternative voices [Conlon, T. and Simpson, M. 2003. Silicon Valley versus Silicon Glen: The impact of computers upon teaching and learning: A comparative study. British Journal of Educational Technology 34, no. 2: 137-50; Convery, A. 2009. The pedagogy of the impressed: How teachers become victims of technological vision. Teachers and Teaching 15, no. 1: 25-41; Treadway, M. 2001.Making a difference? An investigation into the relationship between ICT use and standards in secondary schools. Cowbridge: Fischer Family Trust] have also argued against the claims made for the effectiveness of technology in enhancing the learning process. More specifically, recent work by Armstrong [Armstrong, V. 2008. Hard bargaining on the hard drive: Gender bias in the music technology classroom. Gender and Education 20, no. 4: 375-86; Armstrong, V. 2011. Technology and the gendering of music education. Aldershot: Ashgate] has explored issues of technology and music education in relation to gender, suggesting that the construction of gendered meanings associated with digital technologies is having a major effect on pupils' attitudes and thus ultimately, on their level of achievement in areas such as musical composition. However, there is relatively little research on how primary-aged boys and girls relate to technology as a composing tool and how they experience this compared with using more traditional instruments to compose. More specifically, very little research has been carried out into the extent to which boys and girls differ in their attitudes towards using technology as a composing tool.Purpose: This small-scale, exploratory study had two main aims. The first aim was to investigate whether any gender differences existed between the attitudes of boys and girls towards the use of computers in creating musical compositions. The second aim was to compare their attitudes between composing with instruments and composing with computers. Sample: Our study was based in England and involved class groups of 10-11-year-old pupils in three state primary schools; a total of 63 children were involved in creating short musical compositions over a two-week period. Forty-three of them were interviewed about their experiences. Methods: Our method involved children composing two pieces of music on the same theme. In the first lesson, they composed a piece using a musical notation software package on a computer whilst in the second lesson they composed a piece on...

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Section: Educational Research 349mentioning

confidence: 94%

Section: Music and Technologymentioning

confidence: 97%

Gender differences in computer- and instrumental-based musical composition

Shibazaki

Marshall

2013

Educational Research

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“…Encouragingly, there is wide recognition that the use of technology in music education can create exciting and engaging teaching and learning opportunities (Moore, 1992;McCoy, 2000;Byrne & MacDonald, 2002;Ruthmann, 2007). Mark and Madura (2010) state that "technology will continue to evolve and music teachers will need to be prepared for a shifting paradigm for music education" (p. 140).…”

Section: Discussionmentioning

confidence: 99%

Evolving technologies require educational policy change: Music education for the 21st century

Crawford

2013

AJET

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There is growing discussion among education and government authorities on rethinking education in the 21st century. This increasing area of interest has come in response to the evolution of technology and its effect on the future needs and requirements of society. Online applications and social networking capabilities have accelerated in popularity, revealing their potential. The recognised benefits of technology for the use of music education have resulted in collaborative projects and learning and teaching that is not constricted by walls or location. Music education can be accessible to all young people through a combination of social media, blogging and interactive creative musical activities to engage students in all locations, including rural and remote areas. In this 21st century classroom, music education includes online resources, digital learning, in-school workshops, online master classes and live concert streaming where a range of musical styles are explored. This article explores the learning and teaching outcomes of Project Music X, an online music education project designed to fill an important gap in the provision of music education programs in regional and remote schools using a range of web 2.0 technologies. Technology in this context does not only align with the thinking of young people, but also provides a platform for students in remote and rural areas to engage with high quality music education and performance experiences that they would otherwise not have access to.

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“…Music education through the use of ICT seems to be a demanding and multifaceted process involving both the instructional methodology and approach of the teacher as well as the involvement, participation and learning from the part of the students [1], [2], [3], [4]. Extensive research has been carried out on the impact of ICT in music education as well as commercial development of software for music composition targeted at a range of users from novice students to professional musicians.…”

Section: Introductionmentioning

confidence: 99%