scholarly journals Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

2021 ◽  
Vol 4 ◽  
pp. 205920432110448
Author(s):  
Xiangming Zhang ◽  
Andrew King ◽  
Helen Prior
Keyword(s):  
Pilot Study ◽  
Music Education ◽  
Structural Equation ◽  
Music Teachers ◽  
New Technologies ◽  
Behavioural Intentions ◽  
Chinese Music ◽  
Technological Competence ◽  
Factors Influencing ◽  
Starting Point

The development of new technologies drives many aspects of socio-economic development, including the development of education. The behavioural intention of music teachers, particularly in relation to how technology is integrated into the classroom, needs to be understood since it has a direct effect on the pedagogical approach used in classroom learning. Existing theories (the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical and Content Knowledge (TPACK)) have explored aspects of teachers’ adoption of technologies; this article uses data from a pilot study to develop and test a model that combines the two theories in order to understand more fully the relationship between Individual Beliefs, Technological Competence and Behavioural Prediction of music teachers using technology in the context of the Chinese governmental policy: ‘Internet +’. The participants of this pilot study were 61 music teachers (12 male and 49 female); the proportion of participants in different provincial administrative regions covered more than half of mainland China (18 out of 34). Structural Equation Modelling (SEM) revealed that the overall fit of the model was above the recommended level of acceptable fit. The results showed that Technological Competence has a significant impact on Individual Beliefs; Individual Beliefs have a significant impact on Behavioural Prediction. However, Technological Competence was found to have no significant direct impact on Behavioural Prediction. This study is one of only a few studies that combine the UTAUT and TPACK models into the field of music pedagogy and uses SEM for analysis. This study attempts to fill the gap in the factors influencing the adoption of technology in music education in non-Western cultures and also provides a starting point for understanding Chinese music teachers’ technological beliefs and behavioural intentions.

Talent development in Chinese and Swiss music students

2017 ◽  
Vol 36 (2) ◽  
pp. 230-243
Author(s):  
Suse Petersen
Keyword(s):  
Music Education ◽  
Talent Development ◽  
External Factors ◽  
Music Students ◽  
Childhood And Adolescence ◽  
Factors Affecting ◽  
Chinese Music ◽  
Starting Point ◽  
Internal And External Factors

Musical talent development and the factors that influence it—such as family or peers—have been widely researched, especially in a Western setting. Despite the growing body of research in non-Western cultures and regions, there is still a lack of research comparing the factors and perceptions of musical talent development between Western and Asian settings. This interview study compared Swiss and Chinese music students’ ( N = 19) musical talent development and the factors influencing musical talent during childhood and adolescence, their professional aims, and their perception of internal and external factors affecting talent development. The students had similar opinions regarding the role of their teachers, the roles of internal and external factors in talent development, and their career goals. However, the students from China and Switzerland differed in their experiences of making and discussing music with peers, in the difficulties experienced during their music education, and in their relationship with their families. The results are a starting point for further comparative research on the perception and development of musical talent, and offer material for a mutual understanding of music students’ backgrounds in countries with differing music education traditions.

Exploring Intersections of Technology, Play, Informality, and Innovation

2017 ◽  
pp. 248-254
Author(s):  
Gillian Howell
Keyword(s):  
Music Education ◽  
Social Environment ◽  
Learning Style ◽  
New Technologies ◽  
Technological Capabilities ◽  
Specific Time ◽  
Creative People ◽  
Time Space ◽  
Starting Point

The idea that “humans are the ones making the music” (Pignato, this volume) is the starting point for reflection upon the factors beyond new technologies that encourage musical innovation. In their core perspectives, Pignato, Peppler, and Kigozi offer illustrations of practices that demonstrate the inseparability of context, informality, and innovation. Context is critical, as different settings afford access to different technologies and produce diverse sociocultural structures. Informality—as a learning style, an approach to engagement, and settings beyond the formal music education institutions—is important for its accommodation of playfulness, open-ended exploration, and improvisation around imposed constraints. I argue that these factors, and the innovative responses that emerge when technologies and creative people converge, are interrelated and multidirectional. Regardless of how advanced our technological capabilities become, innovation and new musical expressions remain products of humans interacting and exploring technological possibilities within a specific time, space, and social environment.

Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea

2020 ◽  
Vol 38 (3) ◽  
pp. 456-469
Author(s):  
You Jin Kim ◽  
Moo Kyoung Song
Keyword(s):  
Music Education ◽  
South Korea ◽  
Popular Music ◽  
Online Survey ◽  
Music Teachers ◽  
Related Factors ◽  
Korean Music ◽  
Learning Practices ◽  
Starting Point ◽  
Teachers Attitudes

In recent years, a strong focus on popular music has increased in South Korean music education. Although this shift in the curricular content has led to studies on the formation of popular music repertories in the curriculum, few studies have attended to teachers’ attitudes and learning practices to popular music as related factors. To understand popular music education in South Korea, we investigated music teachers’ attitudes, learning practices, and critical issues that have arisen in their teaching. We conducted an online survey with secondary music teachers ( N = 138) followed by a focus group interview ( n = 6). The findings suggest that teachers’ attitudes toward popular music (positive, neutral, or negative) were associated with their learning practices, including the time they spent on popular music, their selections of popular music genres, and musical activities. This provides a starting point for further investigation of the teachers’ attitudes related to their learning practices in shaping popular music curriculum. Regardless of the teachers’ attitudes to popular music, they agreed popular music a good place to start for their students. In addition, they had similar or divergent perceptions and concerns of teaching popular music depending on their attitudes, as they have found their own individual ways of incorporating popular music.

Music education and cultural and national values

2020 ◽  
Vol 22 (3) ◽  
pp. 219-232
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Music Teachers ◽  
Cultural Development ◽  
Content Type ◽  
Mainland Chinese ◽  
Teachers Perceptions ◽  
Chinese Music ◽  
National Values ◽  
School Music

PurposeThe purpose of this paper is to examine music teachers' perceptions of teaching cultural and national values (also defined as national cultural values) to explore the tensions facing school music education in the choice of music types to be delivered in Hong Kong and Taiwan.Design/methodology/approachWith specific regard to music teachers' perceptions of “values,” “music cultures” and “nationalism,” data were drawn from a survey questionnaire given to 343 music teachers (155 preservice and 188 in-service music teachers) and semistructured interviews with 36 of these respondents.FindingsThe findings of the study showed that though many respondents in Hong Kong and Taiwan felt comfortable teaching traditional Chinese music, they did not want to teach contemporary Mainland Chinese music and other political or patriotic forms in the school music curriculum. The data also demonstrated some shortcomings in introducing a balance of music types into the curriculum, as well as limitations in promoting national education in response to the respective sociopolitical situations in Hong Kong and Taiwan.Research limitations/implicationsThis study was subject to limitations regarding the potential generalizability of the findings on school music teachers' perceptions in Hong Kong and Taiwan.Practical implicationsThe implications for teachers and student teachers regarding the development of cultural and national values related to the political processes in Hong Kong and Taiwan are complicated, because of not only their relationship with Mainland China and its education based on nationalism but also the extent of teachers' professional training to help create an enabling environment for national and cultural development.Originality/valueThe findings of this study revealed that there are fundamental gaps in the overt and operational curricula in Hong Kong and Taiwan concerning the sociopolitical function of values in school music education in response to their respective sociopolitical situations.

scholarly journals Challenges to globalisation, localisation and Sinophilia in music education: A comparative study of Hong Kong, Shanghai and Taipei

2006 ◽  
Vol 23 (2) ◽  
pp. 217-237 ◽  
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Music Teachers ◽  
Mainland China ◽  
Traditional Music ◽  
School Cultures ◽  
Chinese Music ◽  
School Music ◽  
Musical Practices ◽  
Other World

In the past, the music curricula of Hong Kong (HK), Mainland China and Taiwan have focused on Western music, but with the advent of music technology and the new tripartite paradigm of globalisation, localisation and Sinophilia this has begun to change. Hong Kong, Shanghai and Taipei share a common historical culture and their populations are mainly Chinese, but their recent socio-political experiences have been diverse. This paper aims to explore the secondary school cultures of Hong Kong, Shanghai and Taipei by examining the similarities and differences between their musical practices and the ways in which they have delineated this tripartite paradigm. Data are drawn from questionnaires completed by 5,133 students (1,750 from HK, 1,741 from Shanghai, and 1,642 from Taipei) attending grades 7 to 9 and interviews with their 46 music teachers between March and August 2004. The survey data show that students from the three communities much prefer Western classical and popular music to their respective forms of local traditional music and to traditional Chinese styles. Though most music teachers recognise the importance of teaching traditional Chinese music, local traditional music, and other world music in schools, they believe that it is difficult to teach different types of music in the classroom. This article argues that globalisation is leading to a common cosmopolitan culture of Western musical learning in school; the emergence of traditional Chinese music, local music, and socio-political movements challenge globalisation in school music education.

scholarly journals The impact of congruence between self-concept and destination personality on behavioural intentions for visiting an Islamic-historical destination

2016 ◽  
Vol 18 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Javad Khazaei Pool ◽  
Masood Khodadadi ◽  
Ali Asadi
Keyword(s):  
Structural Equation Modelling ◽  
Structural Equation ◽  
Self Concept ◽  
Behavioural Intentions ◽  
Tourist Satisfaction ◽  
Factors Influencing ◽  
Equation Modelling ◽  
Tourism Studies ◽  
The Impact

Today, understanding the reason for tourists choosing an Islamic destination over other destinations is considered a vital aspect of Islamic tourism studies. In this paper, an attempt is made to analyse the factors influencing the behavioural intentions including congruence between self-concept and destination personality, destination personality and tourist’s satisfaction and perceived experience. The targeted respondents of the present research consist of foreign tourists who chose a historical-Islamic destination. Data were analysed through structural equation modelling. Results show that the tourists’ perceived experience and satisfaction influence the behavioural intentions of the tourist. Furthermore, the congruence between self-concept and destination personality influences the tourists’ perceived experience and satisfaction and finally, perceived experience influences tourist satisfaction.

Factors Influencing the Adoption of Electronic Information Resources among Postgraduate Students in Nigerian Universities

Mousaion ◽  
2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Kehinde Abayomi Owolabi ◽  
Basirat.Olubukola Diyaolu ◽  
Nurudeen Adeniyi Aderibigbe ◽  
Mudasiru A Yusuf
Keyword(s):  
Information And Communication Technologies ◽  
Digital Libraries ◽  
Structural Equation ◽  
Information Resources ◽  
Behavioural Intention ◽  
Electronic Information ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Factors Influencing ◽  
Electronic Information Resources

The advent of information and communication technologies (ICTs) has revolutionised how library resources are made and transmitted to end-users. It has effectively improved the standard of education and research in tertiary institutions worldwide by providing various essential resources, including e-books, journals and databases. However, it has been observed that students still abstain from making the best usage of the digital library, instead using search engines rather than institutional digital libraries. This study investigated the factors influencing the behavioural intention of postgraduate (PG) students to use electronic information resources (EIRs). The Unified Theory of Acceptance of Technology (UTAUT) model was adopted. A cross-sectional research design was used to assess the factors influencing the use of EIRs. A sample of 362 PG students was determined using a Monte Carlo simulation approach. Data were collected from participants via the administration of 400 copies of the questionnaire. Confirmatory Factor Analysis (CFA) and the Covariance-Based Structural Equation Modelling (CB-SEM) were used to analyse data collected. The findings revealed that performance expectancy (PE) and effort expectancy (EE) were the two constructs that influenced PG students’ behavioural intention to use EIRs. In contrast, social influence (SI) and facilitating condition (FC) did not change the PG students’ behavioural plan to use EIRs. The study recommended the need for adequate training for postgraduate (PG) students on the obligation to accept and use EIRs.

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