Technology Use and Attitudes in Music Learning

Waddell, George; Williamon, Aaron

doi:10.3389/fict.2019.00011

Cited by 47 publications

(35 citation statements)

References 56 publications

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“…With regard to the implementation of novel teaching methods, it was reported in several quotes that the use of technology remains problematic. As mentioned by Waddell and Williamon (2019), the role of technological resources for musical learning has been increasingly explored in the last decades. This involves research that focused on access and use of technological tools in classroom settings (Rogers 1997), as well as on their repercussion for teacher development (Hunt and Kirk 1997), and self-assessment (Daniel 2001).…”

Section: Discussionmentioning

confidence: 99%

Creative pedagogies in the time of pandemic: a case study with conservatory students

Schiavio

Biasutti

Philippe

2021

Music Education Research

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The present paper reports data from an original qualitative study that investigates how music students reacted to novel remote teaching strategies that emerged during the COVID-19 pandemic. A population of twenty learners enrolled at an Italian conservatory responded to an openended survey, verbalising their recent learning experiences concerning three complementary aspects of their everyday practice: (i) how efficiently new remote education settings were implemented, (ii) what novel musical activities have been creatively developed with the help of technology, and (iii) how peer interaction was transformed by the lockdown period. By providing concrete examples, our participants offered insights into the benefits, challenges, and transformations this sudden pedagogical change has produced. Our findings show how different approaches to rehearsal and time management have emerged, in turn impacting on how students prioritise short-term and long-term goals, enhance their creative potential, and establish and renew interactions with peers.

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Section: Discussionmentioning

confidence: 99%

Creative pedagogies in the time of pandemic: a case study with conservatory students

Schiavio

Biasutti

Philippe

2021

Music Education Research

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“…Reappraisal showed a moderate correlation with coping and self-evaluation. The self-reflection phase is commonly avoided by musicians ( Waddell and Williamon, 2019 ). One of the reasons may be that self-reflection can bring unpleasant emotions of dissatisfaction or disappointment with the progress made.…”

Section: Discussionmentioning

confidence: 99%

Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

Peistaraite

Clark

2020

Front. Psychol.

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“…One possible explanation for this phenomenon may be that though this approach did bring some promising benefits for beginning level musical instrument learners, given its performance in practice, these pre-service teachers mostly held it less favourable than in-person teaching mode and were thus reluctant to embrace it as a main teaching option. As is mentioned in Waddell and Williamon (2019) , it seems that there is a still need to further align the development of software with specific learning outcomes so as to enhance the uptake of AR-assisted musical instrumental learning.…”

Section: Discussionmentioning

confidence: 99%

“…The semi-structured interviews were conducted in a piano practicing room by an experienced qualitative researcher. Interview questions were derived from pertinent research ( Waddell and Williamon, 2019 ). Each participant was interviewed twice.…”

Section: Methodsmentioning

confidence: 99%

Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

Mei

Yang

2021

Front. Psychol.

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Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after hands-on experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.

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Technology Use and Attitudes in Music Learning

Cited by 47 publications

References 56 publications

Creative pedagogies in the time of pandemic: a case study with conservatory students

Creative pedagogies in the time of pandemic: a case study with conservatory students

Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

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