Toward a Technological and Methodological Shift in Music Learning in Spain
Students' Perception of Their Initial Teacher Training
Bibliographic Data
| ID | 3375629 |
|---|---|
| Authors | Rosa Millan Serrano (0000-0003-3704-3533, Universidad de Zaragoza, corresponding author), Oscar Casanova (0000-0002-8263-3447, Universidad de Zaragoza) |
| Year | 2022 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211067236 |
| OpenAlex | W4205136474 |
| Language | EN |
| Citations received | 4 |
| References cited | 60 |
Current education requires the integration of digital technology. It is necessary to analyze the impact of the use of this technology on the educational process, and how they can be adequately integrated. This study, carried out over seven academic years in a Spanish University, gathers the perceptions of 91 education students who were training to become schoolteachers: based on their own previous experience as students, and after having participated in a technological-methodological project. By applying qualitative methodology, we conclude that the effective integration of technology in the teaching process requires continual feedback between technology, curricular content, and pedagogy. To achieve this, university-trained schoolteachers need to offer their students a sequenced technological-methodological empowerment process. It is necessary to implement a technological and methodological modification of the teaching-learning process in the first years of university training, with the aim of achieving long-term repercussions on all educational levels
Educational technology · Empowerment · Mathematics education · Pedagogy · Perception · Political science · Qualitative research · Sociology · Teaching method · Technology integration · Computer Science · Digital literacy in education · Diverse Music Education Insights · Educational Innovations and Technology · Psychology
Phenomenological research methods
Teacher educators' professional learning
The relation between 21st-century skills and digital skills
Interpretative Phenomenological Analysis
Newly qualified teachers’ professional digital competence
Technological Pedagogical Content Knowledge
Perceived Importance of Technology Skills and Conceptual Understandings for Pre-service, Early- and Late-Career Music Teachers
Digital technologies in music subjects on primary teacher training degrees in Spain
The Influence of Educational Technology on the Development of Music Students' Competences / Utjecaj Nastavne Tehnologije Na Razvoj Kompetencija Studenata Glazbe
Interpretative Phenomenological Analysis
Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers
Developing an Interpretative Phenomenological Approach to Focus Group Data
Reflecting on the Use of IPA with Focus Groups
Learning Networks, Networked Learning
The Investigation of Readiness for e-Learning of Pre-service Music Teachers in Turkey
The myths of the digital native and the multitasker
Situating ICT in the teacher education program
The impact of beliefs and knowledge on the integration of technology among teacher educators
Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology
Modelos didácticos en la enseñanza musical
Music Teachers’ Experiences in One-to-One Computing Environments
The Oxford Handbook of Technology and Music Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |