Music & Information & Communication Technologies (ICT): What Works

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)


Music technology is now commonplace within British secondary school music classrooms (Ofsted, 2009) and is also significant within English school leaving examinations in music (Edexcel, 2008 & 2010). Concomitantly, there is a government requirement that all trainee teachers in England become competent in the use of subject specific technologies and are able to use these effectively in their classroom teaching (TDA, 2010). I currently lead the music teacher training programme for secondary schools teachers at the University of Bristol, UK. As part of our one-year course, the trainees spend at least 24 weeks in partnership schools, mainly teaching in the classroom. Annually, since 2006, I have been researching my music teacher trainees’ work in relation to ICT; this includes consideration of their own development of technological skills, of their attitudes to the use of music technologies in schools and of the projects in which they have incorporated its use. In this paper I will report on projects and approaches including technology identified by the trainee teachers’ as being significant in either enhancing teaching or in supporting students’ musical learning. My study used a mixed methods approach. Data was collected from 66 trainee music teachers in my own English higher education institution, over the period 2006 to 2010, through questionnaires and focus group interviews. The questionnaires were completed towards the end of the trainees’ courses after they had carried out at least two teaching placements. The analytical instrument was based on a series of categories defined a priori by the research questions. Data from the focus group semi-structured interviews were audio-taped, transcribed and categorised. Many of the trainee teachers reported on the importance of sequencing programmes for creative work and for offering students a medium in which they can compose music in popular styles similar to those that they enjoy outside of school. A number outlined how students of differing abilities can best be supported in sequencing work through the use of templates. Projects in which the internet is used as a means of sharing work and of offering opportunities for continuing work outside the classroom will also be described. This research suggests that technology can offer students exciting and innovative possibilities within the classroom and enables new approaches to teaching which can motivate and engage young people. However, the majority of trainee music teachers involved in this research also suggest that further resources would be beneficial in providing examples of ‘good practice’ and a deeper insight into pedagogical issues surrounding the use of ICT in music in schools. Edexcel (2010) Edexcel Advanced Subsidiary GCE in Music Technology (8MT1) / Edexcel Advanced GCE in Music Technology (9MT01). Mansfield: Edexcel. Edexcel (2008) Specification Edexcel GCSE in Music (2MUO1) Issue 2, May 2009. London: Edexcel. Office for Standards in Education (Ofsted) (2009) Making More of Music: an evaluation of music in schools 2005-08. (HMI 080235) London: Ofsted. Teacher Development Agency (TDA) (2010) QTS Standards Guidance. Available at: (Accessed 16th January 2011)
Translated title of the contributionMusic & Information & Communication Technologies (ICT): What Works
Original languageEnglish
Title of host publication19th European Association for Music in Schools (EAS)/ International Society for Music Education (ISME) Regional Conference, Gdańsk, Poland
Publication statusPublished - 2011

Bibliographical note

Conference Organiser: ISME/EAS


Dive into the research topics of 'Music & Information & Communication Technologies (ICT): What Works'. Together they form a unique fingerprint.

Cite this