Australian music teacher’ reflections and concerns during the pandemic: Resetting the use of technologies in 21st century classroom practice

Abstract

Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: ‘What were some of the concerns using ICT during Covid-19 pandemic?’ which was part of a wider Australian study ‘Re-imaging the future: music teaching and learning, and ICT in blended environments in Australia’. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March–June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21st century competencies, as the future of schooling continues to change its landscape due to the pandemic.

Distant violin education in the first outbreak of the pandemic: Exploring perceptions of the instructors in Turkey

“…The findings regarding the negative aspects of distance education during the pandemic show that most of the problems were experienced due to the internet and connection. Due to the sudden start of the process, it is seen that the technological infrastructure to ensure sound quality could not be established (Schiavio et al, 2021), and connection problems in synchronous lessons negatively affected the instrument lessons (Joseph & Merrick, 2021) and playing together activities cannot be done. It is also seen that teachers have different knowledge and skill levels in using technology, and some do not have enough knowledge about using digital resources (Akyürek, 2020;Hash, 2021).…”

“…It is essential to ensure the continuity of the lessons and the necessity of continuing music education under all conditions (Akyürek, 2020). In addition, distance education provides profit in terms of distance and cost (Joseph & Merrick, 2021), and the fact that the camera and sound recording are open triggers the teacher, requiring them to attend classes more ready and equipped in order to be active at any time (Aşkın, 2021).…”

“…were mostly preferred as resources or aids in the lessons. In addition to these, in music lessons, teachers used musical notation software, virtual classroom platforms, music production workshops, digital portfolios and musical notation archives such as BlackBoard Collaborate, Finale, Sibelius, Musescore, NoteFlight, Smart Music (Hash, 2021), Microsoft Teams, Skype, SeeSaw, Groove Pizza, Incredibox, Beepbox (Joseph & Lennox, 2021), Pear Deck, Sountrap (Austin, 2021), Moodle, TeamViewer, Aurlia and musition (Joseph & Merrick, 2021), FlipGrid, Tone Savvy, Shedthemusic (Thomas et al, 2021).…”

ICT and music technology during COVID-19: Australian music educator perspectives

“…While qualitative and quantitative data were gathered between March and April 2021, this article only presents descriptive analyses of quantitative findings from the first sample of participants. Analysis of qualitative data from the same sample using Braun and Clarke’s (2012) six stages of thematic analysis is presented elsewhere ( Joseph & Merrick, 2021 ). The online data collection provided an accessible and reliable way to gather data, allowing for easy download access and management for analyses ( Carpenter et al, 2019 ).…”

Засвоєння Студентами Вокальних Професійних Навичок У Процесі Дистанційного Навчання: Актуальні Проблеми Та Шляхи Їх Вирішення

“…Пандемія COVID-19, що охопила весь світ, спричинила розробку нових синхронних та асинх-ронних технологій дистанційного навчання та підходів у музичній педагогіці (Лановенко-Мельник та ін., 2020;Daubney & Fautley, 2020;Johnson & Merrick, 2021;Lisboa, Jоnasson & Johnson, 2022), ініціювала дослідження нових пристроїв і програмних додатків, удосконалення навчально-методичного забезпечення проведення занять, принципів побудови індивідуальних комплексів завдань і вправ задля оволодіння виконавським мистецтвом (Смирна, Гіголаєва-Юрченко, Давидович, 2023;Suvorov, Skakalska, Pyavka & Dushniy, 2022). Окремий пласт наукових досліджень останнього часу належить розробкам щодо організації дистанційного навчання у вокальній професійній підготовці (Бєдакова, 2022; Волошина, 2023; Овчаренко, 2020; Пухальський & Кузів, 2022; Смирна, Гіголаєва-Юрченко, & Давидович, 2023).…”