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Teachers' use of digital technology in secondary music education: illustrations of changing classrooms

Published online by Cambridge University Press:  06 June 2011

Stuart Wise ,
Janinka Greenwood  and
Niki Davis
Stuart Wise*
Affiliation:
University of Canterbury, Private Bag 4800, Christchurch, New [email protected], [email protected], [email protected]
Janinka Greenwood
Affiliation:
University of Canterbury, Private Bag 4800, Christchurch, New [email protected], [email protected], [email protected]
Niki Davis
Affiliation:
University of Canterbury, Private Bag 4800, Christchurch, New [email protected], [email protected], [email protected]
*
Correspondence to Stuart Wise
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Abstract

The music industry in the 21st century uses digital technology in a wide range of applications including performance, composition and in recording and publishing. Much of this digital technology is freely available via downloads from the internet, as part of software included with computers when they are purchased and via applications that are available for some mobile phones. Such technology is transforming music and the way people approach many traditional music activities. This paper is about transformative practices that are underway in some secondary school music classrooms. Practices are being shaped by the culture of the schools and the students that they recruit. We describe the perceptions and practices of nine music teachers in four New Zealand secondary schools with regard to digital technology and how they are changing their work in their classroom. Data collection techniques include interviews, observation and a questionnaire. The data were subjected to two stages of thematic analysis. Grounded analysis was used to allow the teachers' voices emerge. This was then followed by the application of five themes identified in the literature on pedagogic change prompted by teachers' adoption of digital technologies.

Type
Research Article
Information
British Journal of Music Education , Volume 28 , Issue 2 , July 2011 , pp. 117 - 134
Copyright
Copyright © Cambridge University Press 2011

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