東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Music Technology in the Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Music Technology in the Classroom./
Author:	Testa, Michael A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648550
ISBN:	9798460426881

Music Technology in the Classroom.
Testa, Michael A.

Music Technology in the Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2021.

This item must not be sold to any third party vendors.

Today's students spend an unprecedented amount of time using technology in comparison to any other generation. With increased access to technology, music-making has changed for the 21st-century music student. How are music teachers then keeping up with the needs of today's technology-hungry music students, and how are they leveraging music technology in order to teach deeper musical concepts? This study aims to understand the gaps in preservice learning and professional development faced by educators trying to become expert music technology teachers. This study looks to gain insight from three expert music technology teachers on their pedagogical methods for delivering music education by utilizing the conceptual framework of Technological Pedagogical Content Knowledge (TPACK). This qualitative descriptive case study seeks to provide insight into how highly effective music technology teachers develop and deploy TPACK in the classroom. Data collection included semi-structured interviews, classroom observations, and artifacts such as lesson plans and rubrics. Through a modified two-cycle emergent coding methodology, this study identified findings showing that music teachers' preparation programs under prepare preservice educators in music technology skills and pedagogical technique. As a result, the burden falls on teachers to engage in self-initiated professional development to develop music technology expertise. This study raises questions about limited program funding and a misalignment between school offered professional development and teachers' subject matter expertise. The findings from this study inform several implications for music teacher training, preservice program design, and administrative support.

ISBN: 9798460426881Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Music teacher preparation

Music Technology in the Classroom.
LDR:02962nmm a2200397 4500 001 2344449
005 20220523132500.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798460426881
035 $a (MiAaPQ)AAI28648550
035 $a AAI28648550
040 $a MiAaPQ $c MiAaPQ
100 1 $a Testa, Michael A. $3 3683232
245 1 0 $a Music Technology in the Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 146 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Szczesiul, Stacy.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Today's students spend an unprecedented amount of time using technology in comparison to any other generation. With increased access to technology, music-making has changed for the 21st-century music student. How are music teachers then keeping up with the needs of today's technology-hungry music students, and how are they leveraging music technology in order to teach deeper musical concepts? This study aims to understand the gaps in preservice learning and professional development faced by educators trying to become expert music technology teachers. This study looks to gain insight from three expert music technology teachers on their pedagogical methods for delivering music education by utilizing the conceptual framework of Technological Pedagogical Content Knowledge (TPACK). This qualitative descriptive case study seeks to provide insight into how highly effective music technology teachers develop and deploy TPACK in the classroom. Data collection included semi-structured interviews, classroom observations, and artifacts such as lesson plans and rubrics. Through a modified two-cycle emergent coding methodology, this study identified findings showing that music teachers' preparation programs under prepare preservice educators in music technology skills and pedagogical technique. As a result, the burden falls on teachers to engage in self-initiated professional development to develop music technology expertise. This study raises questions about limited program funding and a misalignment between school offered professional development and teachers' subject matter expertise. The findings from this study inform several implications for music teacher training, preservice program design, and administrative support.
590 $a School code: 0111.
650 4 $a Music education. $3 3168367
650 4 $a Teacher education. $3 3172312
650 4 $a Music. $3 516178
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational technology. $3 517670
653 $a Music teacher preparation
653 $a Music teacher professional Development
653 $a Music technology
653 $a TPACK
653 $a Technological Pedagogical Content Knowledge
690 $a 0522
690 $a 0530
690 $a 0413
690 $a 0456
690 $a 0710
710 2 $a University of Massachusetts Lowell. $b Leadership in Schooling. $3 3559267
773 0 $t Dissertations Abstracts International $g 83-04A.
790 $a 0111
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648550