Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.
Knowledge and use of information and communication technology (ICT) are especially important for teachers since, in addition to ICT being a key element of the teaching and learning process, how teacher use it influences whether students use it inside and outside the classroom. This article identifies the knowledge of ICT that teachers from the area of music education at Spanish universities have and how they use it, as well as their training and their views on its advantages and disadvantages in teaching and learning processes. To do this, we used an ad hoc questionnaire with a valid sample of 112 teachers. The results indicate that teachers are aware of the benefits of ICT in their own teaching and in the professional future of the students. They kept the educational needs of the students very much in mind when choosing each resource. Despite knowing the benefits, the teachers did not train their students to learn how to use ICT. The biggest concern was the technological and gender gap identified.
La competencia digital docente reúne componentes de alfabetización y capacitación digital en consonancia con el nivel, el ámbito y la especialización del profesorado. En el caso del profesorado de Didáctica de la Música, en los grados de maestro en la universidad, dicha competencia presenta una serie de especificidades propias del área. Este artículo presenta el diseño, mediante el juicio de 16 expertos, y la posterior fiabilidad y validez de un cuestionario aplicado a una muestra de 93 docentes de 45 universidades españolas. Los resultados mostraron una buena fiabilidad y consistencia interna del instrumento, lo que garantiza su aplicabilidad y pertinencia para evaluar la competencia digital docente y el uso de la tecnología digital del profesorado universitario en el ámbito de la didáctica de la música.
Los planes docentes universitarios representan un compromiso entre la institución y el alumnado, mediante los cuales se establece el qué, cuándo, cómo, por qué y para qué se desarrollarán los diversos contenidos de una asignatura. En este estudio se analiza la presencia de las TIC en todos planes docentes de las asignaturas referidas a la Educación Musical de los Grados de Maestro de Educación Infantil, Maestro de Educación Primaria y Doble Titulación (en sus diferentes modalidades) de todas las universidades españolas (N = 892) y se buscan las diferencias en función de los grados, las pertenencia a la mención de música y la modalidad de impartición de cada asignatura. El análisis de sus competencias, bloques de contenido, actividades, evaluación y fuentes documentales permite afirmar que las TIC están poco presentes en dichos planes, por lo que la formación de los futuros maestros en el contexto actual debería reforzarse en este sentido.
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