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Domain-Specific Aspects of Technological Pedagogical Content Knowledge: The Importance of Affect in Technology-Enhanced Music Teaching
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, , University of Cyprus, Cyprus

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge the importance of affect in instructional design. The authors propose a set of music-specific design principles based on the TPCK framework while identifying the interrelations among musical content, emotions, and technology. The design guidelines were tested in an empirical investigation and statistically significant differences were found between the control and the experimental groups in favor of the experimental group. Further investigation is necessary to test the effectiveness of the proposed design principles. Including affect in the design process is a complicated and mostly unchartered area, and, thus, further research toward this direction is fully justified. Through the inclusion of affect in the learning design, the research has practical and theoretical significance as it addresses a gap in both the TPCK/ TPACK and music education literature.

Citation

Macrides, E. & Angeli, C. (2018). Domain-Specific Aspects of Technological Pedagogical Content Knowledge: The Importance of Affect in Technology-Enhanced Music Teaching. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2091-2100). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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