Examining music teachers self-confidence levels in using information and communication technologies for education based on measurable variables

Kiliç, Deniz Beste Çevik

doi:10.5897/err2016.3134

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…This difference supports the postulates of Armstrong (2011) in the area of music education and digital technology. However, this does not match similar studies such as Kılıç (2017) or, in other areas of knowledge, such as those by Romero-Martin et al (2017). However, the data concur with research by Flores and Roig (2017), who concluded that future male teachers found ICT more appealing.…”

Section: Findings and Discussioncontrasting

confidence: 71%

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Calderón-Garrido¹,

Carrera²,

Gustems-Carnicer³

2021

INT J INSTRUCTION

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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.

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Section: Findings and Discussioncontrasting

confidence: 71%

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Calderón-Garrido¹,

Carrera²,

Gustems-Carnicer³

2021

INT J INSTRUCTION

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“…In general, it is necessary to realize both visual score recognition and auditory music recognition. erefore, in order to explain the educational technology of computer music technology, this chapter is divided into two parts: score recognition and music recognition [17].…”

Section: Teaching Technology Based On Computer Musicmentioning

confidence: 99%

Analysis of Music Teaching in Basic Education Integrating Scientific Computing Visualization and Computer Music Technology

Zhao

2022

Mathematical Problems in Engineering

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In the current music education, the music teaching method is too simple, boring, relatively backward, unable to attract the attention of the students, and the students gradually lose their interest in music courses. In basic education, music, as a highly practical subject, must create a good classroom atmosphere, make the classroom active, and enable students to better experience music, enjoy music, and like music. Therefore, in order to change this situation, this paper, based on scientific computing visualization, studies the application of computer music technology in basic education music teaching, and proposes a related computing method based on scientific computing visualization-image segmentation method. This review compares the spectrum extraction accuracy between the improved algorithm and the two traditional algorithms and finds that the average accuracy of the improved algorithm is 90.88%. It can be seen that the method proposed in this review is more suitable for the study of computer music technology in basic education music teaching. Applied research and most students are more interested in music teaching combined with computer music technology, so learning music teaching combined with computer music technology is very necessary. The development of computer music technology is closely related to the development of modern information technology.

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“…The teaching and learning process will always be a process of interaction between two human elements, namely students as learning parties and teachers as teaching parties, with students as the main subject (Deniz, 2017;Ellis et al, 2014). The interaction process between students and teachers needs supporting components such as others in the characteristics of educational interaction.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

Lastri¹,

Kamsurya²

2022

IMEIJ

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Learning mathematics at Muhammadiyah Ambon Junior High School tends to be monotonous and does not motivate students. The teacher in his learning only conveys the material he teaches, regardless of the level of understanding of the student. One of the better ways that can encourage students to be actively involved in finding concepts in the teaching and learning process is to do learning using a spiral approach. With a spiral approach in teaching and learning activities oriented to students. The learning process starts from the easy and concrete and goes into the difficult or abstract. That way, it will train the mindset of students in solving every problem in the world of mathematics. This research aims to find out the differences in student learning outcomes between students who are taught using the spiral method and the teaching method of the concept of class VII of Muhammadiyah Ambon Junior High School. The type of research used is quantitative with a sample of 56 people consisting of a control class of 28 people and an experimental class of 28 people. The instruments used are tests and observations. Tests are used to determine the learning outcomes of students who are taught using lecture methods and spiral and observation methods are used to find out the learning conditions that take place. The data analysis technique used is to use two-party t-tests. Based on the results of the data analysis, it was obtained that there were differences in student learning outcomes between students who were taught using spiral methods and lecture methods of the concept of class VII of Muhammadiyah Ambon Junior High School. The results are based on the results of hypothesis testing conducted using the t-test with the result of thitung obtained a value of 7.024. While the conversion result based on the t value distribution table is in the two-party test with db = 54, obtained a ttabel value of 2,000. In other words it can be said that –ttable ≤ tvalue > ttable or -2,000≤ 7,024 > 2,000

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Examining music teachers self-confidence levels in using information and communication technologies for education based on measurable variables

Cited by 6 publications

References 27 publications

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Analysis of Music Teaching in Basic Education Integrating Scientific Computing Visualization and Computer Music Technology

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

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