16 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
In recent years, Information and Communication Technologies (ICT) have been introduced as innovative tools in all curricular areas. As a consequence, ICTs are having a deep impact upon all areas of the curriculum. The use of ICTs in education extends beyond equipping classrooms with computers and Internet connection. There are a wide variety of ICTs currently available to schools that can be implemented to enhance students’ overall learning experiences in numerous ways. The use of these technologies in elementary school fulfills three objectives: increase networking opportunities, provide distance learning, and complement traditional learning (Carnoy, 2004). ICTs offer a number of advantages to both students and educators when successfully integrated into teaching.
The use of ICT in music education has meant an educational revolution because teachers may design much more motivating and varied musical activities than when using traditional methodology (Frega, 1996; Giráldez, 2005). Music teachers must dominate strategies to integrating new technologies into their lessons in order to better develop students’ competence in music. These strategies include interacting with multimedia (image, audio or video), knowing how to edit scores, using MIDI electronic instruments, or manipulating sound by computer.
Integrating new technologies into music education programmes has a positive effect on students’ outcomes (Brown, 2007). Increasing student awareness of digital processes and computing systems have benefits beyond music education because it is increasingly recognized as a generic competence or new literacy (Lines, 2009). The integration of new technologies benefits children through a renewed attention to skills and the use of techniques necessary for effective computer music production. Thus, the benefits of integrating new technologies and associated musical practices are that they have the potential to renew music education programmes and force them to reassess and refine its mission and direction.
The growing number of studies about the relationship between ICT and music education in recent years demonstrates a prominent interest on this phenomenon (Becker, & Ravitz, 1999; Gibson, & Oberg, 2004; Kozma, 2003; Zhao &Frank, 2003). However, there is a lack of studies conducted on the use of ICT and their benefits in elementary education students. The usefulness and relevance of studies like these are clearly justified by its direct application to educational practice and its contribution to the advancement of knowledge in music. Teaching and learning music in school through the use of ICTs is a very interesting and attractive topic today.
The main research questions are:
-What are the benefits of using ICT in learning music in elementary education?
-What kind of ICT tools contributes to improve student’s learning music?
-Will students get better marks in music education when they use the ICT tools?
The main objectives are:
-To analyse the multiple benefits of ICT tools in order to improve music learning in elementary education students.
-To identify the ICT tools that most contributes to enhance students’ learning music.
-To know if the use of ICT tools in music education contributes to get better marks in music.
Alsina, P. (1999). El área de educación musical. Propuestas para aplicar en el aula. Barcelona: Graó.
Becker, H. J. & Ravitz, J. (1999). The influence of computer and internet use on teacher’s pedagogical practices and perceptions. Journal of Research on Technology in Education, 31(4), 356-384.
Brown, A. R. (2007). Computers in music education: Amplifying musicality. New York: Routledge.
Cardona, M. C. (2002). Introducción a los métodos de investigación en educación. Madrid: EOS.
Carnoy, M. (2004). ICT in education: Possibilities and challenges. In Inaugural lecture of the UOC 2004-2005 academic year (2004: Barcelona) [online]. UOC.
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