Abstract
For over a decade, Nick Breeze and Marina Gall have supported both experienced and trainee music teachers in developing their use of music technology to promote music learning. Drawing on their previous projects (Gall, 2013; Gall, in process), this paper presents the findings of their latest research project, which seeks to better understand the development and progression of the attitudes to, competences and experiences of music technology and related pedagogic skills demonstrated by a sample drawn from a cohort of trainee music teachers undertaking the one year Post Graduate Certificate in Education (PGCE) secondary music course* at an English University during the 2013-14 academic year.
Six student case studies were undertaken, the sample consisting of three males and three females. Two of the participants indicated that they were skilled in the use of technology at the start of the course, two noted that they had some skills and two classified themselves as complete beginners. Throughout the course, participants completed reflective journals noting the development of a) their ICT and pedagogic skills (including those gained in their own time, within university sessions and during school placements), and b) their feelings and attitudes towards music technology and ICT within school music.
A range of further participant data was also collected from sources such as sequencing and recording assignments, pieces written on ICT in school music, music and ICT audits (completed at four stages during the course), interviews and final student evaluations of the course. In particular, the study sought to unravel and better explain the complexity of the interrelationships between participants’ perceived competencies, their attitudes to ICT in school music and their experiences with ICT gained prior to and during the course itself.
*In England, students intending to teach at secondary level typically study their subject for 3 years and then complete a one-year teacher education course.
Six student case studies were undertaken, the sample consisting of three males and three females. Two of the participants indicated that they were skilled in the use of technology at the start of the course, two noted that they had some skills and two classified themselves as complete beginners. Throughout the course, participants completed reflective journals noting the development of a) their ICT and pedagogic skills (including those gained in their own time, within university sessions and during school placements), and b) their feelings and attitudes towards music technology and ICT within school music.
A range of further participant data was also collected from sources such as sequencing and recording assignments, pieces written on ICT in school music, music and ICT audits (completed at four stages during the course), interviews and final student evaluations of the course. In particular, the study sought to unravel and better explain the complexity of the interrelationships between participants’ perceived competencies, their attitudes to ICT in school music and their experiences with ICT gained prior to and during the course itself.
*In England, students intending to teach at secondary level typically study their subject for 3 years and then complete a one-year teacher education course.
| Original language | English |
|---|---|
| Publication status | Published - 2015 |
| Event | 9th International Conference for Research in Music Education, Exeter - University of Exeter, Exeter, United Kingdom Duration: 14 Apr 2014 → 18 Apr 2015 |
Conference
| Conference | 9th International Conference for Research in Music Education, Exeter |
|---|---|
| Country/Territory | United Kingdom |
| City | Exeter |
| Period | 14/04/14 → 18/04/15 |
Keywords
- ICT & Music
- Music Technology;
- Music Teacher Education
- Secondary Education