Ir para o menu de navegação principal Ir para o conteúdo principal Ir para o rodapé

v. 13 n. 32 (2022)
Desafios e oportunidades para a investigação em Educação Musical

Temática central

Tecnologia digital na educação musical para crianças

https://doi.org/10.19053/22160159.v13.n32.2022.13201

Publicado 2022-01-01

  • Laura Cuervo
    • ,
  • Carolina Bonastre
    • ,
  • Desirée García

Laura Cuervo
Universidad Complutense de Madrid

Carolina Bonastre
Universidad Autónoma de Madrid

Desirée García
Universidad Complutense de Madrid

Resumo

Hoje a educação atravessa mudanças profundas para integrar a tecnologia digital no processo de ensino-aprendizagem. A aquisição de competências digitais afeta os agentes e as etapas educacionais, mas não com a mesma intensidade. Este trabalho visa a explorar a conexão entre tecnologia e educação musical para crianças, mediante a revisão da literatura científica publicada em bancos de dados científicos relevantes no campo da educação — WoS, SCOPUS e ERIC — durante os últimos dez anos. As três categorias identificadas foram: potencial de recursos na aprendizagem musical, aprendizagem não musical e o uso da tecnologia no ensino. Os resultados mostram uma baixa quantidade de estudos musicais sobre tecnologia e seu efeito na música e no movimento, uma vez que a maioria dos projetos de pesquisa está focada na melhoria da exploração sonora, na criação musical e na interpretação musical. É possível afirmar que o uso da tecnologia no aprendizado musical parece ser eficaz, já que melhora tanto o aprendizado musical quanto o não-musical.

Palavras-chave

aprendizagem eletrônica, digitalização, educação musical, educação da primeira infância, educação primária

PDF (Español) HTML (Español) EPUB (Español) XML (Español)

Referências

  1. Bayrakdar, S., & Guveli, A. (2020). Inequalities in Home Learning and Schools’ Provision of Distance
  2. Teaching during School Closure of COVID-19 Lockdown in the UK. University of Essex, Institute for
  3. Social and Economic Research.
  4. Beltrán, J., Venegas, M., Villar, A., Cabello, S., Jareño, D., & Gracia de, P. (2020). Educar en época de
  5. confinamiento: la tarea de renovar un mundo común. Revista de Sociología de la Educación, 13(2),
  6. -104. http://dx.doi.org/10.7203/RASE.13.2.17215 DOI: https://doi.org/10.7203/RASE.13.2.17215
  7. 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
  8. experiences in childhood classrooms. Computers & Education, 138(3), 130-145. https://doi.
  9. org/10.1016/j.compedu.2019.04.013
  10. 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
  11. Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Strakova, J., & Svaricek, R. (2020). Mandatory home
  12. education during the COVID-19 lockdown in the Czech Republic: a rapid survey of 1st-9th graders’
  13. parents. Frontiers in Education, 5, 103. http://dx.doi.org/10.3389/feduc.2020.00103 DOI: https://doi.org/10.3389/feduc.2020.00103
  14. Brown, N., Te Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at Home during COVID-19: Effects
  15. on Vulnerable Young Australians. Independent Rapid Response Report. University of Tasmania, Peter
  16. Underwood Centre for Educational Attainment.
  17. Bucura, E., & Weissberg, J. (2017). Children’s musical empowerment in two composition task designs.
  18. Research & Issues in Music Education, 13(1), 4. https://commons.lib.jmu.edu/rime/vol13/iss1/4
  19. Burton, S., & Pearsall, A. (2016). Music-based iPad app preferences of young children. Research Studies
  20. in Music Education, 38(1), 75-91. http://dx.doi.org/10.1177/1321103X16642630 DOI: https://doi.org/10.1177/1321103X16642630
  21. Cabero, J., Barroso, J., Llorente, C., & Fernández, M. (2019). Educational uses of augmented reality
  22. (AR): experiences in educational science. Sustainability, 11(18), 4990. http://dx.doi.org/10.3390/
  23. su11184990
  24. 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
  25. handicapped children: a case study. Computers and Education, 87, 254-276. https://doi.org/10.1016/j.
  26. compedu.2015.07.010 DOI: https://doi.org/10.1088/1475-7516/2015/07/010
  27. Castells, M. (1996). The rise of the network society. Blackwell.
  28. Dillon, S. (2012). An open-source approach to music education through jam2jam Xo. Journal of Music,
  29. 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
  30. Duarte, M., & Sigal, J. (2019). Working with electroacoustic music in rural communities: the use of
  31. an interactive music system in the creative process in primary and secondary school education.
  32. Organised Sound, 24(3), 228-239. https://doi.org/10.1017/S135577181900030X DOI: https://doi.org/10.1017/S135577181900030X
  33. Ferrari, L., & Addessi, A. (2014). A new way to play music together: the Continuator in the classroom.
  34. International Journal of Music Education, 2(2), 171-18. https://doi.org/10.1177/0255761413504706 DOI: https://doi.org/10.1177/0255761413504706
  35. Fujita, N. (2020). Transforming online teaching and learning: towards learning design informed by
  36. information science and learning sciences. Information and Learning Sciences 121(7/8), 503-511.
  37. https://doi.org/10.1108/ILS-04-2020-0124 DOI: https://doi.org/10.1108/ILS-04-2020-0124
  38. Gaete, R. (2014). Reflexiones sobre las bases y procedimientos de la teoría fundamentada. Ciencia,
  39. Docencia y Tecnología, 48(25), 149-172. http://www.scielo.org.ar/pdf/cdyt/n48/n48a06.pdf
  40. 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
  41. Gorbunova, I., & Plotnikov, K. (2020). Music-related educational project for contemporary general
  42. music education of school children. International Journal of Innovation, Creativity and Change,
  43. (2), 451-46. https://www.ijicc.net/images/vol12/iss2/12235_Gorbunova_2020_E_R.pdf
  44. Greenhow, C., & Galvin, S. (2020). Teaching with social media: evidence-based strategies for making
  45. remote higher education less remote. Information and Learning Sciences 121(7/8), 513-524. https://
  46. doi.org/10.1108/ILS-04-2020-0138
  47. Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A., & Kiefer, C. (2019). Psychological benefits of
  48. networking technologies in children’s experience of ensemble music making. International Journal
  49. of Music Education, 37(1), 59-77. https://doi.org/10.1177/0255761418796864 DOI: https://doi.org/10.1177/0255761418796864
  50. Hart, A. (2017). Towards an effective freeware resource for music composition in the primary classroom.
  51. 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
  52. Huovinen, E., & Rautanen, H. (2020). Interaction affordances in traditional instruments and tablet
  53. computers: a study of children’s musical group creativity. Research Studies in Music Education, 42,
  54. -112, https://doi.org/10.1177/1321103X18809510 DOI: https://doi.org/10.1177/1321103X18809510
  55. Innocenti degli, E., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico, L., & Avanzini,
  56. F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers &
  57. 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
  58. Issaka, A., & Hopkins, L. (2017). Engagement with education: music education in a paediatric hospital.
  59. 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
  60. Jordan, K., Raluca, D., Phillips, T., & Pellini, A. (2021). Educación durante la crisis de covid-19:
  61. oportunidades y limitaciones del uso de tecnología educativa en países de bajos ingresos. Revista de
  62. Educación a Distancia, 21(65). https://doi.org/10.6018/red.453621 DOI: https://doi.org/10.6018/red.453621
  63. Juntunen, P., Ruokonen, I., & Ruismäki, H. (2015). Music behind scores: case study of learning
  64. improvisation with “Playback Orchestra” method. Journal of Computer Assisted Learning, 31(6),
  65. -591. https://doi.org/10.1111/jcal.12098 DOI: https://doi.org/10.1111/jcal.12098
  66. Knudsen, J., Aglen, G., Danbolt, I., Engesnes, N. (2019). Musical pathfinders of the kindergarten.
  67. Contemporary Issues in Early Childhood, 20(2), 163-176. https://doi.org/10.1177/1463949118756369 DOI: https://doi.org/10.1177/1463949118756369
  68. Ko, C., & Chou, M. (2013). Aesthetics in young children’s lives: from music technology curriculum DOI: https://doi.org/10.2139/ssrn.2368783
  69. perspective. International Journal of Management, Economics and Social Sciences, 2(4) 265-273.
  70. http://ijmess.com/volumes/volume-II-2013/issue-IV-12-2013/full-3.pdf
  71. 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
  72. Lee, L., & Ho, H. (2018). Exploring young children’s communication development through the
  73. soundbeam trigger modes in the “Holistic music educational approach for young children’s
  74. 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
  75. Livari, N. (2020). Empowering children to make and shape our digital futures—from adults creating
  76. technologies to children transforming cultures. International Journal of Information and Learning
  77. Technology, 37(5), 279-293. https://doi.org/10.1108/IJILT-03-2020-0023 DOI: https://doi.org/10.1108/IJILT-03-2020-0023
  78. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2014). Ítems de referencia para publicar revisiones
  79. sistemáticas y metaanálisis: la declaración PRISMA. Revista Española de Nutrición Humana y
  80. Dietética, 18(3), 172-181. https://doi.org/10.14306/renhyd.18.3.114 DOI: https://doi.org/10.14306/renhyd.18.3.114
  81. 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
  82. Mon, C., & Subaramaniam, K. (2020). Understanding the requirement of a 3D aided augmented reality
  83. mobile app dictionary for children. International Journal of Technology Enhanced Learning, 12(4),
  84. -457. https://doi.org/10.1504/IJTEL.2020.110054 DOI: https://doi.org/10.1504/IJTEL.2020.110054
  85. Muñoz, J., & Lluch, L. (2020). Consecuencias del cierre de escuelas por el covid-19 en las desigualdades
  86. educativas. Revista Internacional de Educación para la Justicia Social 9(3e), 1-17. https://revistas.
  87. uam.es/riejs/article/view/12216
  88. Murillo, R. (2017). The 21st century elementary music classroom and the digital music curriculum: a
  89. synergism of technology and traditional pedagogy. Texas Music Education Research, 14-27. https://
  90. files.eric.ed.gov/fulltext/EJ1183312.pdf
  91. 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
  92. during a computer-mediated music task. Computers & Education, 58(2), 740-765. https://doi.
  93. org/10.1016/j.compedu.2011.09.027
  94. Paney, A., & Kay, A. (2015). Developing singing in third-grade music classrooms: the effect of a
  95. concurrent-feedback computer game on pitch-matching skills. Update: Applications of Research in
  96. Music Education, (34), 42-49. https://doi.org/10.1177/8755123314548047 DOI: https://doi.org/10.1177/8755123314548047
  97. Paule M., Álvarez, V., Pérez, J., Álvarez, M., & Trespalacios, F. (2017). Music learning in preschool with
  98. mobile devices. Behaviour and Information Technology, 36(1), 95-111. http://dx.doi.org/10.1080/01 DOI: https://doi.org/10.1080/01
  99. X.2016.1198421
  100. Peterson, L., Scharber, C., Thuesen, A., & Baskin, K. (2020). A rapid response to COVID-19: One
  101. district’s pivot from technology integration to distance learning. Information and Learning Sciences,
  102. (5/6), 461-469. https://doi.org/10.1108/ILS-04-2020-0131 DOI: https://doi.org/10.1108/ILS-04-2020-0131
  103. Pietro di, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on
  104. education: Reflections based on the existing literature and recent international datasets. Publications
  105. Office of the European Union. https://doi.org/10.2760/126686
  106. Polanin, J., Maynard, B., & Dell, N. (2017). Overviews in education research: a systematic review and
  107. analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/0034654316631117 DOI: https://doi.org/10.3102/0034654316631117
  108. Portowitz, A., Peppler, K., & Downton, M. (2014). In harmony: a technology-based music education
  109. model to enhance musical understanding and general learning skills. International Journal of Music
  110. Education, 32(2), 242-260. https://doi.org/10.1177/0255761413517056 DOI: https://doi.org/10.1177/0255761413517056
  111. 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
  112. Ruiz, G., & Rodríguez, F. (2021). Mindfulness and online music for channeling stress in primary school
  113. students during the COVID-19 pandemic in Spain. Music Scholarship, (1), 125-136. http://dx.doi.
  114. org/10.33779/2587-6341.2021.1.125-136
  115. Shibazaki, K., & Marshall, N. (2013). Gender differences in computer- and instrumental-based musical
  116. composition. Educational Research, 55(4), 347-360. https://doi.org/10.1080/00131881.2013.844937 DOI: https://doi.org/10.1080/00131881.2013.844937
  117. 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
  118. doi.org/10.1080/00094056.2019.1663092
  119. 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
  120. primary school teachers. Science and Education, (2), 16-20. https://doi.org/10.24195/2414-4665-
  121. -2-3
  122. Suárez, J., Almerich, G., Orellana, N., & Díaz, I. (2018). A basic model of integration of ICT by teachers:
  123. competence and use. Educational Technology Research and Development, 66(5), 1165-1187. https://
  124. doi.org/10.1007/s11423-018-9591-0
  125. Suslova, N. (2020). Opportunities and risks of distance format in music learning to schoolchildren.
  126. 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
  127. Vasil, M. (2020). Using popular music pedagogies to foster 21st-century skills and knowledge. General
  128. Music Today, 33, 46-51. https://doi.org/10.1177/1048371320902752 DOI: https://doi.org/10.1177/1048371320902752
  129. 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
  130. Wößmann L. (2021). Bildungsverluste durch Corona: Wie lassen sie sich aufholen? Wirtschaftsdienst,
  131. (3), 150-151. https://doi.org/10.1007/s10273-021-2859-8 DOI: https://doi.org/10.1007/s10273-021-2859-8
  132. Yardley, L. (2017). Demonstrating the validity of qualitative research. Journal of Positive Psychology,
  133. (3), 295-296. https://doi:10.1080/17439760.2016.1262624 DOI: https://doi.org/10.1080/17439760.2016.1262624

Downloads

Não há dados estatísticos.

Artigos Semelhantes

<< < 5 6 7 8 9 10 11 12 > >> 

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.