The effects of integrating music technology into music teaching and learning and perceptions of students and teachers
Pei-Ju Lin, University of Idaho, United States
University of Idaho . Awarded
While technology has been integrated into music teaching and learning throughout the country, the issues of using music technology properly in higher education continues to be discussed by music educators. Although many studies support this integration, the literature showed different opinions on integrating technology into the curriculum. Therefore, the aim of this research study was to examine: (1) the effects on college students' musical learning achievement when music technology is integrated into music learning; (2) the perceptions of college students regarding the integration of music technology into music learning; (3) the benefits or difficulties with the use of music technology in music teaching and learning; and (4) the issues and challenges of integrating music technology into music teaching and learning. This study incorporated both quantitative and qualitative methods. The researcher collected data from students and teachers through tests, questionnaires for the quantitative analysis, and interviews, observation, and documentary reviews to assist in the interpretations of the qualitative analysis.
Analysis of data included different instructional groups: a class integrated with music technology and one with no music technology. The two student groups both made progress after the post-test; however, it was apparent that the treatment group made better progress than did the control group with different instruction in music learning. In addition, the treatment group had better satisfaction and learning attitudes than did the control group toward the course and instruction in music learning. Furthermore, after analyzing the data from interviews, observations, and documents, the researcher found that four issues resonated throughout the data. First, teachers and students' music background could be a factor that affects their attitude toward music technology. Second, private schools seemed to have more flexible budgets and policies than public schools did with regards integrating technology into the curriculum. Third, students have a variety of motivations and attitudes for using technology that correspond to their future learning and career development goals. Last, both teachers and students need appropriate training for using technology better in music teaching and learning.
This study contributes to the music education field in two significant ways: (1) it broadens our understanding of attitudes and differences in opinion among instructors and students toward music technology; and (2) it provides preliminary perspectives for music technology on music teaching and learning at the higher educational levels. Although this study was conducted in Taiwan, results can serve as a basis for examining future development of international music and technology education.
Lin, P.J. The effects of integrating music technology into music teaching and learning and perceptions of students and teachers. Ph.D. thesis, University of Idaho.
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