Music technology-mediated teaching and learning approach for music education: A case study from an elementary school in South Korea

Abstract

This study aims to show how music technology mediated (or music software mediated) music teaching and learning can provide an effective pedagogy in music education. It also seeks to demonstrate that music technology mediated teaching is in accordance with socio-educational trends for both postmodern values and IT mediated learning. The new approach in this study utilizes the principles of “convergence” and applies diverse digital technologies to the class. After implementing the music technology mediated approach to an after-school program in an elementary school in Gyeonggi Province in Korea for 3 months, this study analyzed mind maps, in-depth interviews with the students, and surveys to examine how the students changed in terms of creative engagement and perception of music in everyday life. Results indicate that the digital technology mediated teaching and learning approach have the potential to enhance students’ self-motivated engagement in the music class and their perception of music in general.

Okul Öncesi̇ Müzi̇k Eği̇ti̇mi̇nde Teknoloji̇ Kullanimi: Antalya İli̇nde Ni̇tel Bi̇r Çalişma

“…Teknolojik materyaller ile yapılan müzik eğitimi, çocuğun temel müzik kavramlarını anlamasına katkıda bulunur (Boccuzzi, 2010). Teknoloji yardımı ile çocuklar müziğin nasıl oluşturulduğunu öğrenir (Kim, 2013). Nart (2016), teknolojik aletler ile ritim ve melodi oluşturulabileceğini, ritim egzersizleri düzenlenebileceğini, müzik eğitimi ile ilgili görsel ve yazılımların geliştirilebileceğini, şarkı besteleme ve melodi yazma gibi yaratıcı etkinliklerin gerçekleştirilebileceğini belirtmiştir.…”

Early childhood music education research: An overview

“…Greater access to forms of technology, certainly for resource-rich children, but also increasingly accessible for greater numbers of children living in less affluent circumstances, is profoundly altering the nature and kind of musical experiences for young children (Young, 2008b(Young, , 2012. Research interest in new technologies has two sides: interest in everyday digital music experiences of young children (de Vries, 2007;Vestad, 2010;Young, 2012) and interest in how new technologies may be incorporated into and enhance practice (Kim, 2013;Koops, 2012). The topic of new technologies in practice can be further divided into technologies specially designed and developed for music education practice (Ferrari & Addessi, 2014) and adaptations of ubiquitous and hand-held technologies such as the use of tablets (Burton & Pearsall, this journal issue).…”

Research advancement and foci of mobile technology-supported music education: a systematic review and social network analysis on 2008-2019 academic publications

“…With the help of computer and network technologies, learners are able to compare their own performance with that of others, and to receive instant feedback from others via network communications, implying more opportunities to think in depth and to make reflections (Hanrahan et al, 2019;Williams, 2014). Several studies have further indicated that integrating technology into music education not only enhances students' performance (Chen et al, 2020), but also improves their attitudes towards learning music (Ho, 2004), their interest in learning music (Kim, 2013), and their learning engagement in music classes (Crow, 2006). Researchers have further indicated that it is important for teachers to consider integrating effective teaching strategies and ICT technologies into performing arts courses (Reeves et al, 2017).…”