Technology Use in High School Aural Skills Instruction

Autor/inn/en	Buonviri, Nathan O.; Paney, Andrew S.
Titel	Technology Use in High School Aural Skills Instruction
Quelle	In: International Journal of Music Education, 38 (2020) 3, S.431-440 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buonviri, Nathan O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761420909917
Schlagwörter	Technology Integration; Music Theory; Web Sites; Computer Software; Music Teachers; High School Students; Skill Development; Auditory Training; Music Education; Advanced Placement Programs; Teacher Attitudes + Suchen Sie Ihr Suchwort? Musiktheorie; Web-Design; Music; Teacher; Teachers; Musiklehrer; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Belgien; Musikerziehung; Lehrerverhalten
Abstract	In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants who completed the survey (N = 317, response rate = 36%) were current APMT teachers representing 48 states. Of the 91% of respondents who used digital technologies for teaching aural skills, 93% used websites, 47% used software programs, and 38% used mobile apps. Participants incorporated technology for student practice outside class (93%) and during class (78%), and to present new material during class (55%). Of those who did not use technologies (n = 29), 41% cited lack of funds and 34% cited lack of class time. Participants noted that technology can provide extra practice for students and customization for their needs, but that students' lack of access and limitations of the programs may temper these benefits. Implications for pedagogical practice and music teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01