Music Teachers’ Experiences in One-to-One Computing Environments

Abstract

Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders' concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.Keywords music education, technology, one-to-one, 1 to 1, 1:1For the past two decades, several models of ubiquitous computing 1 have been implemented in American schools. This type of technology integration involves teachers and students having access to portable technology whenever and wherever they want it and suggests that the technologies "disappear into the background" of the normal

Formation of Readiness of Higher Education Institutions’ Students to the Introduction of Musical-Pedagogical Technologies

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A strategic approach to music listening with a mobile app for high school students

“…Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. According to Dorfman’s study (2016), music teachers have expressed their concerns about the adoption of one-to-one technology in their schools and classrooms as they relate to musical goals, extent of integration, and other pedagogical factors. In contrast with teachers, Chen (2015) indicated that the functions clapping and singing score better than the other function feature (stylistic recognition).…”

Reaching digital native music majors : pedagogy for undergraduate group piano in the 21st century

“…A growing trend toward one-to-one technology, defined by classrooms in which each student uses a personal mobile device for individual learning, can be observed in numerous educational fields (Cuban, 2010;Grant, 2011;Dorfman, 2016). Music education research indicates that sustained engagement and the consideration of many different factors (including gender, practice time, and motivation) have the potential to impact the effectiveness of technology in the music classroom (Abramo, 2011;MacIntyre, Potter, & Burns, 2012;Simmons, 2012).…”

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