The Use of Technology to Facilitate Music Learning Experiences in Preschools

Abstract

THIS ARTICLE REPORTS On the technologies preschool teachers use to facilitate music learning experiences for children in their classrooms and why they choose to use or not use technologies. A questionnaire was administered to 185 teachers in a metropolitan Australian city focusing on the kinds of technologies being used, for what music activities, and reasons for using and not using these technologies. 81 questionnaires were returned (a response rate of 44 per cent). Nine of the respondents agreed to a follow-up day-long classroom observation and interview with the researcher. Results revealed that CDs dominated teacher use of technology to provide song repertoire and a model for singing this song repertoire. However, multimedia-based technology was also utilised for music learning experiences (i.e. DVDs/video, television, internet websites). However, more recent digital technologies such as digital music players/recorders, musical toys with digitised components and tablets were rarely used. While preschool teachers value technology to facilitate music learning experiences for young children, constraints in using technology were identified, including cost and lack of knowledge about using these technologies with young children.

Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies

“…Three studies were relevant to this sub-theme. De Vries (2013) investigated digital technologies used by preschool teachers to support music learning in the classroom and teacher justification for this use. Data were collected and analysed from 81 questionnaires with open- and closed-ended questions, and from one-day observations in nine preschool classrooms followed by teacher interviews to discuss what had been observed.…”

The Application of Ict in Early Childhood Education With an Emphasis on Music Education

“…Although they argue that the use of technology can make the lesson more interactive, a key concern expressed by preschool teachers regarding the integration and implementation of new technological media and applications in the preschool classroom is about the educational process that they themselves should follow. One of the main reasons for this is the lack of training in music education (Nousia, 2020) and in addition, the use of technological applications and curricula in teaching, so that they are always up-to-date on the new trends in technology in terms of interactive applications (deVries, 2013). At the same time, it is often difficult to evaluate these applications in terms of their educational value and also in comparison with other teaching methods (Webster, 2005).…”