Digital technology in music education for children
- Laura Cuervo
, - Carolina Bonastre,
- Desirée García
Abstract
Today, education is undergoing profound changes to integrate digital technology into the teaching-learning process. The acquisition of digital competencies affects educational agents and the stages of education, but not with the same intensity. This study aims to explore the
connection between technology and music education for children, by reviewing the scientific literature published in relevant scientific databases in the field of education—WoS, SCOPUS, and ERIC—during the last ten years. The three categories identified were: potential of resources
in musical learning, non-musical learning, and the use of technology in teaching. The results show a low number of musical studies on technology and its effect on music and movement, since most of the research projects are focused on the improvement of sound exploration, music
creation, and musical performance. It is possible to state that the use of technology in musical learning seems to be effective, since it improves both musical and non-musical learning.
Keywords
online learning, digitalization, music education, early childhood education, primary education
References
- Bayrakdar, S., & Guveli, A. (2020). Inequalities in Home Learning and Schools’ Provision of Distance
- Teaching during School Closure of COVID-19 Lockdown in the UK. University of Essex, Institute for
- Social and Economic Research.
- Beltrán, J., Venegas, M., Villar, A., Cabello, S., Jareño, D., & Gracia de, P. (2020). Educar en época de
- confinamiento: la tarea de renovar un mundo común. Revista de Sociología de la Educación, 13(2),
- -104. http://dx.doi.org/10.7203/RASE.13.2.17215 DOI: https://doi.org/10.7203/RASE.13.2.17215
- Bers, M., González, C., & Armas, B. (2019). Coding as a playground: promoting positive learning DOI: https://doi.org/10.1016/j.compedu.2019.04.013
- experiences in childhood classrooms. Computers & Education, 138(3), 130-145. https://doi.
- org/10.1016/j.compedu.2019.04.013
- Bol, T. (2020). Inequality in homeschooling during the corona crisis in the Netherlands. First Results from the LISS Panel. University of Amsterdam. https://doi.org/10.31235/osf.io/hf32q DOI: https://doi.org/10.31235/osf.io/hf32q
- Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Strakova, J., & Svaricek, R. (2020). Mandatory home
- education during the COVID-19 lockdown in the Czech Republic: a rapid survey of 1st-9th graders’
- parents. Frontiers in Education, 5, 103. http://dx.doi.org/10.3389/feduc.2020.00103 DOI: https://doi.org/10.3389/feduc.2020.00103
- Brown, N., Te Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at Home during COVID-19: Effects
- on Vulnerable Young Australians. Independent Rapid Response Report. University of Tasmania, Peter
- Underwood Centre for Educational Attainment.
- Bucura, E., & Weissberg, J. (2017). Children’s musical empowerment in two composition task designs.
- Research & Issues in Music Education, 13(1), 4. https://commons.lib.jmu.edu/rime/vol13/iss1/4
- Burton, S., & Pearsall, A. (2016). Music-based iPad app preferences of young children. Research Studies
- in Music Education, 38(1), 75-91. http://dx.doi.org/10.1177/1321103X16642630 DOI: https://doi.org/10.1177/1321103X16642630
- Cabero, J., Barroso, J., Llorente, C., & Fernández, M. (2019). Educational uses of augmented reality
- (AR): experiences in educational science. Sustainability, 11(18), 4990. http://dx.doi.org/10.3390/
- su11184990
- Cano, M., & Sánchez-Iborra, R. (2015). On the use of a multimedia platform for music education with DOI: https://doi.org/10.1016/j.compedu.2015.07.010
- handicapped children: a case study. Computers and Education, 87, 254-276. https://doi.org/10.1016/j.
- compedu.2015.07.010 DOI: https://doi.org/10.1088/1475-7516/2015/07/010
- Castells, M. (1996). The rise of the network society. Blackwell.
- Dillon, S. (2012). An open-source approach to music education through jam2jam Xo. Journal of Music,
- Technology and Education, 5(2), 171-180. https://doi.org/10.1386/jmte.5.2.171_1 DOI: https://doi.org/10.1386/jmte.5.2.171_1
- Duarte, M., & Sigal, J. (2019). Working with electroacoustic music in rural communities: the use of
- an interactive music system in the creative process in primary and secondary school education.
- Organised Sound, 24(3), 228-239. https://doi.org/10.1017/S135577181900030X DOI: https://doi.org/10.1017/S135577181900030X
- Ferrari, L., & Addessi, A. (2014). A new way to play music together: the Continuator in the classroom.
- International Journal of Music Education, 2(2), 171-18. https://doi.org/10.1177/0255761413504706 DOI: https://doi.org/10.1177/0255761413504706
- Fujita, N. (2020). Transforming online teaching and learning: towards learning design informed by
- information science and learning sciences. Information and Learning Sciences 121(7/8), 503-511.
- https://doi.org/10.1108/ILS-04-2020-0124 DOI: https://doi.org/10.1108/ILS-04-2020-0124
- Gaete, R. (2014). Reflexiones sobre las bases y procedimientos de la teoría fundamentada. Ciencia,
- Docencia y Tecnología, 48(25), 149-172. http://www.scielo.org.ar/pdf/cdyt/n48/n48a06.pdf
- Gorbunova, B. (2020). Information educational environment as a resource for advancing a teachermusician’s skills in the additional children education system. Conrado, 16(74), 38-44. http://scielo.sld.cu/pdf/rc/v16n74/1990-8644-rc-16-74-38.pdf
- Gorbunova, I., & Plotnikov, K. (2020). Music-related educational project for contemporary general
- music education of school children. International Journal of Innovation, Creativity and Change,
- (2), 451-46. https://www.ijicc.net/images/vol12/iss2/12235_Gorbunova_2020_E_R.pdf
- Greenhow, C., & Galvin, S. (2020). Teaching with social media: evidence-based strategies for making
- remote higher education less remote. Information and Learning Sciences 121(7/8), 513-524. https://
- doi.org/10.1108/ILS-04-2020-0138
- Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A., & Kiefer, C. (2019). Psychological benefits of
- networking technologies in children’s experience of ensemble music making. International Journal
- of Music Education, 37(1), 59-77. https://doi.org/10.1177/0255761418796864 DOI: https://doi.org/10.1177/0255761418796864
- Hart, A. (2017). Towards an effective freeware resource for music composition in the primary classroom.
- London Review of Education, 3(15), 407-424. https://doi.org/10.18546/LRE.15.3.06 DOI: https://doi.org/10.18546/LRE.15.3.06
- Huovinen, E., & Rautanen, H. (2020). Interaction affordances in traditional instruments and tablet
- computers: a study of children’s musical group creativity. Research Studies in Music Education, 42,
- -112, https://doi.org/10.1177/1321103X18809510 DOI: https://doi.org/10.1177/1321103X18809510
- Innocenti degli, E., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico, L., & Avanzini,
- F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers &
- Education, (139), 102-117. https://doi.org/10.1016/j.compedu.2019.04.010 DOI: https://doi.org/10.1016/j.compedu.2019.04.010
- Issaka, A., & Hopkins, L. (2017). Engagement with education: music education in a paediatric hospital.
- International Journal of Educational Research, 83, 142-153. https://doi.org/10.1016/j.ijer.2017.02.012 DOI: https://doi.org/10.1016/j.ijer.2017.02.012
- Jordan, K., Raluca, D., Phillips, T., & Pellini, A. (2021). Educación durante la crisis de covid-19:
- oportunidades y limitaciones del uso de tecnología educativa en países de bajos ingresos. Revista de
- Educación a Distancia, 21(65). https://doi.org/10.6018/red.453621 DOI: https://doi.org/10.6018/red.453621
- Juntunen, P., Ruokonen, I., & Ruismäki, H. (2015). Music behind scores: case study of learning
- improvisation with “Playback Orchestra” method. Journal of Computer Assisted Learning, 31(6),
- -591. https://doi.org/10.1111/jcal.12098 DOI: https://doi.org/10.1111/jcal.12098
- Knudsen, J., Aglen, G., Danbolt, I., Engesnes, N. (2019). Musical pathfinders of the kindergarten.
- Contemporary Issues in Early Childhood, 20(2), 163-176. https://doi.org/10.1177/1463949118756369 DOI: https://doi.org/10.1177/1463949118756369
- Ko, C., & Chou, M. (2013). Aesthetics in young children’s lives: from music technology curriculum DOI: https://doi.org/10.2139/ssrn.2368783
- perspective. International Journal of Management, Economics and Social Sciences, 2(4) 265-273.
- http://ijmess.com/volumes/volume-II-2013/issue-IV-12-2013/full-3.pdf
- Lagerlöf, P. (2015). Musical make-believe playing: three preschoolers collaboratively initiating play ‘inbetween’. Early Years, 35(3), 303-316. https://doi.org/10.1080/09575146.2015.1044501 DOI: https://doi.org/10.1080/09575146.2015.1044501
- Lee, L., & Ho, H. (2018). Exploring young children’s communication development through the
- soundbeam trigger modes in the “Holistic music educational approach for young children’s
- programme”. Malasyan Journal of Music, (7), 1-19. https://doi.org/10.37134/mjm.vol7.1.2018 DOI: https://doi.org/10.37134/mjm.vol7.1.2018
- Livari, N. (2020). Empowering children to make and shape our digital futures—from adults creating
- technologies to children transforming cultures. International Journal of Information and Learning
- Technology, 37(5), 279-293. https://doi.org/10.1108/IJILT-03-2020-0023 DOI: https://doi.org/10.1108/IJILT-03-2020-0023
- Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2014). Ítems de referencia para publicar revisiones
- sistemáticas y metaanálisis: la declaración PRISMA. Revista Española de Nutrición Humana y
- Dietética, 18(3), 172-181. https://doi.org/10.14306/renhyd.18.3.114 DOI: https://doi.org/10.14306/renhyd.18.3.114
- Moldovan, M. (2021). Technologies and their impact in music education. Information and Communication Technology in Musical Field, 1(12), 13-19. http://www.tic.edituramediamusica.ro/reviste/2021/1/ICTMF_ISSN_2067-9408_2021_vol_12_issue_1_pg_no_013-019.pdf
- Mon, C., & Subaramaniam, K. (2020). Understanding the requirement of a 3D aided augmented reality
- mobile app dictionary for children. International Journal of Technology Enhanced Learning, 12(4),
- -457. https://doi.org/10.1504/IJTEL.2020.110054 DOI: https://doi.org/10.1504/IJTEL.2020.110054
- Muñoz, J., & Lluch, L. (2020). Consecuencias del cierre de escuelas por el covid-19 en las desigualdades
- educativas. Revista Internacional de Educación para la Justicia Social 9(3e), 1-17. https://revistas.
- uam.es/riejs/article/view/12216
- Murillo, R. (2017). The 21st century elementary music classroom and the digital music curriculum: a
- synergism of technology and traditional pedagogy. Texas Music Education Research, 14-27. https://
- files.eric.ed.gov/fulltext/EJ1183312.pdf
- Nikolaidou, G. (2012). ComPLuS model: a new insight in pupils’ collaborative talk, actions and balance DOI: https://doi.org/10.1016/j.compedu.2011.09.027
- during a computer-mediated music task. Computers & Education, 58(2), 740-765. https://doi.
- org/10.1016/j.compedu.2011.09.027
- Paney, A., & Kay, A. (2015). Developing singing in third-grade music classrooms: the effect of a
- concurrent-feedback computer game on pitch-matching skills. Update: Applications of Research in
- Music Education, (34), 42-49. https://doi.org/10.1177/8755123314548047 DOI: https://doi.org/10.1177/8755123314548047
- Paule M., Álvarez, V., Pérez, J., Álvarez, M., & Trespalacios, F. (2017). Music learning in preschool with
- mobile devices. Behaviour and Information Technology, 36(1), 95-111. http://dx.doi.org/10.1080/01 DOI: https://doi.org/10.1080/01
- X.2016.1198421
- Peterson, L., Scharber, C., Thuesen, A., & Baskin, K. (2020). A rapid response to COVID-19: One
- district’s pivot from technology integration to distance learning. Information and Learning Sciences,
- (5/6), 461-469. https://doi.org/10.1108/ILS-04-2020-0131 DOI: https://doi.org/10.1108/ILS-04-2020-0131
- Pietro di, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on
- education: Reflections based on the existing literature and recent international datasets. Publications
- Office of the European Union. https://doi.org/10.2760/126686
- Polanin, J., Maynard, B., & Dell, N. (2017). Overviews in education research: a systematic review and
- analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/0034654316631117 DOI: https://doi.org/10.3102/0034654316631117
- Portowitz, A., Peppler, K., & Downton, M. (2014). In harmony: a technology-based music education
- model to enhance musical understanding and general learning skills. International Journal of Music
- Education, 32(2), 242-260. https://doi.org/10.1177/0255761413517056 DOI: https://doi.org/10.1177/0255761413517056
- Reino de España. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. https://www.boe.es/buscar/pdf/2014/BOE-A-2014-2222-consolidado.pdf
- Ruiz, G., & Rodríguez, F. (2021). Mindfulness and online music for channeling stress in primary school
- students during the COVID-19 pandemic in Spain. Music Scholarship, (1), 125-136. http://dx.doi.
- org/10.33779/2587-6341.2021.1.125-136
- Shibazaki, K., & Marshall, N. (2013). Gender differences in computer- and instrumental-based musical
- composition. Educational Research, 55(4), 347-360. https://doi.org/10.1080/00131881.2013.844937 DOI: https://doi.org/10.1080/00131881.2013.844937
- Solis, J. (2019). DJ pedagogy in the childhood experience. Childhood Education, 95(5), 16-23. https:// DOI: https://doi.org/10.1080/00094056.2019.1663092
- doi.org/10.1080/00094056.2019.1663092
- Sovik, T. (2017). Technological skills as a component of music and aesthetic competence of future DOI: https://doi.org/10.24195/2414-4665-2017-2-3
- primary school teachers. Science and Education, (2), 16-20. https://doi.org/10.24195/2414-4665-
- -2-3
- Suárez, J., Almerich, G., Orellana, N., & Díaz, I. (2018). A basic model of integration of ICT by teachers:
- competence and use. Educational Technology Research and Development, 66(5), 1165-1187. https://
- doi.org/10.1007/s11423-018-9591-0
- Suslova, N. (2020). Opportunities and risks of distance format in music learning to schoolchildren.
- Musical Art and Education, 8(4), 116–135. https://doi.org/10.31862/2309-1428-2020-8-4-116-135 DOI: https://doi.org/10.31862/2309-1428-2020-8-4-116-135
- Vasil, M. (2020). Using popular music pedagogies to foster 21st-century skills and knowledge. General
- Music Today, 33, 46-51. https://doi.org/10.1177/1048371320902752 DOI: https://doi.org/10.1177/1048371320902752
- Wallerstedt, C. (2013). “Here comes the sausage:” an empirical study of children’s verbal communication during a collaborative music-making activity. Music Education Research, 15(4), 421-434. http://dx.doi.org/10.1080/14613808.2013.812626 DOI: https://doi.org/10.1080/14613808.2013.812626
- Wößmann L. (2021). Bildungsverluste durch Corona: Wie lassen sie sich aufholen? Wirtschaftsdienst,
- (3), 150-151. https://doi.org/10.1007/s10273-021-2859-8 DOI: https://doi.org/10.1007/s10273-021-2859-8
- Yardley, L. (2017). Demonstrating the validity of qualitative research. Journal of Positive Psychology,
- (3), 295-296. https://doi:10.1080/17439760.2016.1262624 DOI: https://doi.org/10.1080/17439760.2016.1262624
Downloads
Download data is not yet available.