Technology in the Music Classroom—Navigating through a Dense Forest The Case of Greece

2017 ◽  
pp. 104-120
Author(s):  
Smaragda Chrysostomu
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Music Teacher ◽  
Music Classroom ◽  
Use Of Technology ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Technology Applications

Our world today is dominated by ICT, and “digital literacy” skills are considered vital for educating the citizen of the future. In music and music education the use of technology has had a profound impact, offering freedom and opening new paths for creativity and musical explorations. But teachers are still reluctant and in most cases unprepared to bring into the classroom skills and technology applications that students are familiar with outside school that could revolutionize music teaching and learning. Greece, in much the same way as countries around the world, in the middle of a crippling economic crisis, is debating the extent and the quality of ICT integration in education. A number of initiatives and projects utilizing technology are available for primary and secondary music education, but in the end, as is evident from this snapshot, it depends on the music teacher to take advantage of technology’s transformative powers.

Building a Broad View of Technology in Music Teacher Education

2017 ◽  
pp. 122-128
Author(s):  
Heidi Partti
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Use Of Technology ◽  
Musical Practices ◽  
Collaborative Skills

In addition to innovative policy schemes, program visions, and curricular changes, the transformation of the school classroom necessitates also the development of teacher education. Inspired by the Core Perspective chapters in this section of the handbook, this chapter discusses issues related to the use of technology in supporting the cultivation of creative and collaborative skills in music teaching, particularly from the viewpoint of music teacher education. The chapter argues that there is a gap between the potential that technology could provide for music teaching and learning processes and the cultivation of this potential in schools. To bridge this gap, a holistic approach to technology and its use in music education is required. According to this approach, technology is viewed as a powerful way to facilitate more possibilities to participate in different musical practices and to use musical imagination.

scholarly journals Social Justice in the English Secondary Music Classroom

2015 ◽  
pp. 425-445
Author(s):  
Chris Philpott ◽  
Jason Kubilius
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
First Century ◽  
Music Teacher ◽  
Music Classroom ◽  
Secondary Music ◽  
History Of ◽  
Key Questions

Taking as its context the development of music education within English secondary schools (students aged 11–18) over the last 50 years, and supported by “vignettes” from a practicing music teacher in a secondary school on the outskirts of London, this chapter seeks to address some key questions around social justice and music education, including: What is meant by social justice in the music classroom? What are the indicators for a socially just classroom? The chapter goes on to explore significant moments in the history of classroom music in England and how, in spite of best efforts, the promotion of social justice has been “confounded” by subtle cultural forces. The chapter concludes by speculating on the implications of this analysis for the music classroom in the twenty-first century and by reflecting on whether the classroom can ever provide the appropriate “space” for a socially just approach to music education.

scholarly journals Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

2020 ◽  
Vol 15 (18) ◽  
pp. 86
Author(s):  
Norah Almusharraf ◽  
Joseph Engemann
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Computer Software ◽  
Literacy Skills ◽  
Kingdom Of Saudi Arabia ◽  
Effective Utilization ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Assessment Strategies

It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

Digital Citizenship for All

2019 ◽  
pp. 829-850
Author(s):  
Quincy Conley ◽  
Jessica Scheufler ◽  
Gina Persichini ◽  
Patrick R. Lowenthal ◽  
Michael Humphrey
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Modern Society ◽  
Transition To College ◽  
Literacy Skills ◽  
Digital Citizenship ◽  
College And Career ◽  
Use Of Technology ◽  
Computer Based ◽  
Literacy Experience

Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.

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