What is it about?
This thesis explores the landscape of music education in the digital age, focusing on the examining of the experience, practices, and beliefs of secondary school music teachers in New Zealand with the goal of attaining the essence of their experience as a combined cohort. The methodological approach uses a transcendental phenomenology lens, drawing on Husserlian phenomenology. The two-part mixed methods study includes the administering of a new Music Education Digital Technology (MEDT) survey tool nationwide to an estimated 40% of the secondary school music teaching cohort followed by six case studies. The research outcomes reveal three key findings that contribute to the understanding of the experience of secondary school music teachers with digital technology into music education.
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Why is it important?
In the last 30 years, digital technology has changed music making. These changes have been studied in the context of music education. The majority of the research predates the major technological shifts that have occurred in the last five years (e.g. browser-based Digital Audio Workstations) and the impact of online teaching through the Covid-19 pandemic. Studies have focused on the relationships between teacher beliefs at the introductory or integration phase of digital technology. It has not been determined how secondary school classroom music teachers in New Zealand conceptualize music education in light of the country's unique curriculum and assessment framework. Neither is there any recent empirical research internationally that provides insights into the relationship and influence of teacher beliefs with their experience and practice of digital technologies in the classroom. Additionally, previous empirical studies with digital technology have been limited by being narrow in their sample size, only sampling advanced users of digital technology or with pre-service teachers.
Perspectives
This thesis explores the landscape of music education in the digital age, focusing on the examining of the experience, practices, and beliefs of secondary school music teachers in New Zealand with the goal of attaining the essence of their experience as a combined cohort. The methodological approach uses a transcendental phenomenology lens, drawing on Husserlian phenomenology. The two-part mixed methods study includes the administering of a new Music Education Digital Technology (MEDT) survey tool nationwide to an estimated 40% of the secondary school music teaching cohort followed by six case studies. The research outcomes reveal three key findings that contribute to the understanding of the experience of secondary school music teachers with digital technology into music education.
Dr Martin Emo
Victoria University of Wellington
Read the Original
This page is a summary of: No longer optional: The Infusion of Digital Technology in Praxical Secondary School Music Education, Victoria University of Wellington Library,
DOI: 10.26686/wgtn.25270108.
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