The use of technology in music education in North Cyprus according to student music teachers

Gorgoretti, Başak

doi:10.15700/saje.v39n1a1436

Cited by 42 publications

(29 citation statements)

References 20 publications

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“…Digital technologies are associated with a type of student body and teaching where the process is more important than the end product, where students control their learning experience, fostering innovation and creativity, and participating in their own educational process (Jeffrey & Craft, 2004). The application of digital technologies to music education is based on the use of computers and mobile devices, both for reproducing audio and video and for carrying out simulations and presentations or searching for information (Gorgoretti, 2019), or, for example, sampling and creating sounds, digital composition, creation and performance on virtual instruments, coding and design for interactive instrument building, and so on. In this regard, the presence of digital technologies in music education – as in other disciplines and areas of the curriculum – is shaped by two basic aspects: the equipment in each centre and classroom, and how teachers are trained to use it (Román Álvarez, 2017).…”

Section: Use Of Technology In Music Educationmentioning

confidence: 99%

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Calderón-Garrido¹,

Gustems-Carnicer

Carrera

2020

International Journal of Music Education

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Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

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Section: Use Of Technology In Music Educationmentioning

confidence: 99%

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Calderón-Garrido¹,

Gustems-Carnicer

Carrera

2020

International Journal of Music Education

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“…Saat ini, perubahan dan perkembangan yang pesat dalam teknologi informasi dan komunikasi mempengaruhi semua sektor, termasuk memberikan dampak positif di bidang pendidikan. Untuk alasan ini, penting bagi para guru untuk menggunakan teknologi secara efektif dan mengikuti inovasi untuk memenuhi kebutuhan generasi baru (Gorgoretti, 2019).…”

Section: Pendahuluanunclassified

“…Penggunaan perangkat teknologi di sekolah-sekolah dasar di kota Padang ini, di samping adanya himbauan dari kepala sekolah, juga merupakan adaptasi dalam menghadapi perkembangan jaman khususnya di era abad 21 ini, dimana guru-guru juga dituntut untuk memiliki literasi teknologi sebagai upaya mendukung tren pendidikan abad ke-21 dan undang-undang terkini. Beberapa penelitian menunjukkan bahwa penggunaan teknologi informasi meningkatkan kualitas pendidikan (Aksal & Gazi, 2015;Tinio, 2003;Gorgoretti, 2019). Di sini kualitas pendidikan mengacu pada keterlibatan peserta didik, serta fasilitas proses pembelajaran dan pengembangan guru.…”

Section: Pendahuluanunclassified

Pemanfaatan Perangkat Teknologi dalam Pembelajaran Musik Berbasis Tematik sebagai Peningkatan Keterampilan Abad 21 Bagi Guru Sekolah Dasar

Ardipal

2020

musikolastika

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Pemanfaatan teknologi merupakan salah satu keterampilan yang diperlukan di era abad 21 ini, tak terkecuali diperlukan oleh guru. Pemanfaatan teknologi oleh guru dalam proses pembelajaran, menjadikan proses pembelajaran tersebut lebih berkualitas dan bermakna, antara lain dapat meningkatkan partisipasi, kreativitas, dan keterampilan berpikir kritis siswa sekolah dasar. Penelitian sebelumnya menyatakan bahwa penggunaan teknologi dapat meningkatkan kemampuan yang berkaitan dengan pemrosesan informasi, berpikir reflektif dan kritis, kreativitas dan, secara umum meningkatkan keterampilan metakognitif. Tujuan studi ini adalah untuk mengidentifikasi perangkat teknologi yang digunakan oleh guru dalam mengajar musik berbasis tematik di sekolah dasar. Sebanyak 27 guru dari 9 sekolah dasar di kota Padang, Sumatera Barat disurvei menggunakan kuesioner. Selain itu, guru diwawancarai terkait pemanfaatan teknologi dalam pembelajaran musik berbasis tematik. Temuan studi ini menunjukkan bahwa sebanyak 48,1 % (13 guru) menggunakan smart-phone dalam proses pembelajaran musik berbasis tematik; 33,3 % (9 guru) menggunakan notebook; dan 18,5 % (5 guru) tidak menggunakan perangkat teknologi. Langkah-langkah yang direkomendasikan untuk memperbaiki situasi saat ini adalah dapat memberikan edukasi dan wawasan pada guru di sekolah dasar dalam pemanfaatan perangkat teknologi yang terbukti berguna untuk pertimbangan global.

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“…Since technology provides a variety of applications which can be used to assist teachinglearning, those applications can be effective way to support the process of teachinglearning. Additionally, technology has provided numerous resources for educational context (Gorgoretti, 2019). Moreover, the development of technology has given valuable impact on the integration with language education, including English learning (Ahmadi, 2018) In language education, English is essential to be learned for foreign learner, since it is an international language which is used by people worldwide.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Flipped Learning 3.0 and Self Regulated Learning Toward Eleventh Grade Students’ Speaking Performance

Mahendra

Adnyani

Budiarta

2020

IJLL

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This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.

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The use of technology in music education in North Cyprus according to student music teachers

Cited by 42 publications

References 20 publications

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Pemanfaatan Perangkat Teknologi dalam Pembelajaran Musik Berbasis Tematik sebagai Peningkatan Keterampilan Abad 21 Bagi Guru Sekolah Dasar

The Impact of Flipped Learning 3.0 and Self Regulated Learning Toward Eleventh Grade Students’ Speaking Performance

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