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: 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.
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 https://www.learntechlib.org/primary/p/182815/.
© 2018 Association for the Advancement of Computing in Education (AACE)
- Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154-168.
- Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221.
- Angeli, C., & Valanides, N. (2015). Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer.
- Angeli, C., Valanides, N., & Christodoulou, A. (2016). The Theoretical Conceptualization of Technological Pedagogical Content Knowledge. In M. Kennedy, M. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (2nd edition) (pp. 11-30). NY: Routledge.
- Bauer, W.I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. Oxford University Press.
- Boal-Palheiros, G.M., & Hargreaves, D.J. (2001). Listening to music at home and at school. British Journal of Music Education, 18(02), 103-118.
- Breeze, N. (2011). Multimodality: An illuminating approach to unraveling the complexities of composing with ICT? Music Education Research, 13(4), 389-405.
- Brown, A.R., & Dillon, S. (2007). Networked improvisational musical environments: learning through on-line collaborative music making. In J. Finney & P. Burnard (Eds.), Music Education with Digital Technology (pp. 96-106). London: Continuum
- Chai, C.S., Chin, C.K., Koh, J.H.L., & Tan, C.L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657-666.
- Crow, B. (2006). Musical creativity and the new technology. Music Education Research, 8(01), 121-130.
- Doering, A., & Veletsianos, G. (2007). An investigation of the use of real-time, authentic geospatial data in the K-12 classroom. Journal of Geography, 106 (6), 217-225.
- Dogani, K. (2004). Teachers' understanding of composing in the primary classroom. Music Education Research, 6(3), 263-279.
- Dunn, R.E. (2008). The effect of auditory, visual, or kinesthetic perceptual strengths on music listening. Contributions to Music Education, 35, 47-78.
- Field, A. (2007). New forms of composition, and how to enable them. Music Education with Digital Technology. In J. Finney & P. Burnard (Eds.), Music Education with Digital Technology (pp. 156-168). London: Continuum International Publishing Group.
- Freedman, B. (2013). Teaching music through composition: A curriculum using technology. Oxford: Oxford University Press.
- Gall, M., & Breeze, N. (2008). Music and eJay: An opportunity for creative collaborations in the classroom. International Journal of Educational Research, 47(1), 27-40.
- Gabrielsson, A., & Lindström, E. (2010). The role of structure in the musical expression of emotions. Handbook of music and emotion: Theory, research, applications, 367-400.
- Green, L. (2007). How popular musicians learn: A way ahead for music education. Ashgate Publishing, Ltd.
- Gromko, J.E., & Russell, C. (2002). Relationships among young children's aural perception, listening condition, and accurate reading of graphic listening maps. Journal of Research in Music Education, 50(4), 333-342.
- Hallam, S. (2011). Music education: The role of affect. In P.N. Juslin & J. Sloboda (Eds.), Handbook of Music and Emotion: Theory, Research, Applications (pp. 791-818). Oxford: Oxford University Press.
- Ioannou, I., & Angeli, C. (2013). Teaching computer science in secondary education: A Technological Pedagogical Content Knowledge perspective. In Proceedings of WiPSCE ’13, Aarhus, Denmark. ACM 978-1-4503-2455-7/11/13.
- Jimoyiannis, A. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. In Proceedings of Informing Science& IT Education Conference (InSITE), 597-607.
- Kassner, K. (2007). Animated listening maps. General Music Today, 20(3), 35-39.
- Kerchner, J.L. (2013). Music across the senses: Listening, learning, and making meaning. Oxford: Oxford University Press.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
- Niess, M.L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317.
- Paynter, J. (1992). Sound& Structure. Cambridge: Cambridge University Press.
- Savage, J. (2007). Reconstructing music education through ICT. Research in Education, 78(1), 65-77.
- Savage, J. (2010). A survey of ICT usage across Εnglish secondary schools. Music Education Research, 12(1), 89-104.
- Savage, J., & Challis, M. (2001). Dunwich revisited: Collaborative composition and performance with new technologies. British Journal of Music Education, 18 (2), 139-149.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Swanwick, K. (2011). Teaching music musically. London: Routledge.
- Tan, S., & Kelly, M.E. (2004). Graphic representations of short musical compositions. Psychology of Music, 32(2), 191-212.
- Todd, J.R., & Mishra, J. (2013). Making listening instruction meaningful: A literature review. Update: Applications of Research in Music Education, 31(2), 4-10.
- Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge: A review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.
- Webster, G.D., and Weir, C.G. (2005). Emotional responses to music: Interactive effects of mode, texture, and tempo. Motivation and Emotion, 29 (1), 19-39.
- Webster, P.R. (2007). Computer-based technology and music teaching and learning: 2000–2005. In L. Bresler (Ed.), International handbook of research in arts education (Vol.16, pp. 1311-1330). Netherlands: Springer Science& Business Media.
- Wise, S., Greenwood, J., & Davis, N. (2011). Teachers' use of digital technology in secondary music education: Illustrations of changing classrooms. British Journal of Music Education, 28(02), 117-134.
- Zentner, M., Grandjean, D., & Scherer, K.R. (2008). Emotions evoked by the sound of music: characterization, classification, and measurement. Emotion, 8(4), 494-521.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.