Ballantyne, Julie and Harrison, Scott (2005) Research directions: gender, technology and engagement in music. In: 27th Australian Association of Research in Music Education Conference, 24-27 Sept 2005, Sydney, Australia.
Beyond sequencing and notation exercises, the traditional music teacher has been somewhat conservative in embracing technology. In a study on the attributes necessary to teach music effectively, pre-service and early-career music teachers did not mention skills and knowledge in technology as highly important (Harrison, 2004; Harrison & Ballantyne, 2005). Experienced teachers, however, acknowledge the need for skills in managing technology as one of the most important aspects of teaching in which proficiency is required (Harrison, 2004). Given that technology is a major part of current education and life practice, and that the current cohort of school students has not known a world without technology, the perceptions of both music teachers and music students are worthy of investigation. Technology is also perceived as a masculine pastime (Comber, Colley & Hargreaves, 1993). The review of the literature reported here indicates that engagement with technology in boys' schools is an area for future research. This paper describes a proposed project that examines pre-service teacher motivation and confidence in the use of technology in schools and which will seek to provide a template for professional learning about music technology in pre-service and in-service phases.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Uncontrolled Keywords:||music teachers, technology, gender|
|Subjects:||330000 Education > 330300 Professional Development of Teachers > 330303 Teacher Education - Secondary
330000 Education > 330200 Curriculum Studies > 330205 Curriculum Studies - Other Social Sciences, Humanities and Arts Education
|Depositing User:||epEditor USQ|
|Date Deposited:||11 Oct 2007 00:31|
|Last Modified:||02 Jul 2013 22:35|
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