Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. We distributed an online survey to collegiate members of the National Association for Music Education, with 360 undergraduate students providing responses. Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula.
AbrilC. R.GaultB. M. (2008). The state of music in secondary schools: The principal’s perspective. Journal of Research in Music Education, 56(1), 68–81. https://doi.org/10.1177/0022429408317516
2.
ArmstrongV. (2011). Technology and the gendering of music education. Routledge.
3.
BauerW. I. (2007). Research on professional development for experienced music teachers. Journal of Music Teacher Education, 17(1), 12–21. https://doi.org/10.1177/10570837070170010105
4.
BauerW. I. (2012). The acquisition of musical technological pedagogical and content knowledge. Journal of Music Teacher Education, 22(2), 51–64. https://doi.org/10.1177/1057083712457881
5.
BauerW. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. Oxford University Press.
6.
BauerW. I.ReeseS.McAllisterP. A. (2003). Transforming music teaching via technology: The role of professional development. Journal of Research in Music Education, 51(4), 289–301. https://doi.org/10.2307/3345656
7.
BennettS.MatonK.KervinL. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
8.
BlackA. (2010). Gen Y: Who they are and how they learn. Educational Horizons, 88(2), 92–101.
9.
BowlesC. (2003). The self-expressed professional development needs of music educators. Update: Applications of Research in Music Education, 21(2), 35–41. https://doi.org/10.1177/87551233020210020701
10.
DammersR. J. (2010a). A case study of the creation of a technology-based music course. Bulletin of the Council for Research in Music Education, 186, 55–65. www.jstor.org/stable/41110434
11.
DammersR. J. (2010b). A survey of technology-based music classes in New Jersey high schools. Contributions to Music Education, 36(2), 25–43. www.jstor.org/stable/24127174
12.
DammersR. J. (2012). Technology-based music classes in high schools in the United States. Bulletin of the Council for Research in Music Education, 194, 13–19. https://doi.org/10.5406/bulcouresmusedu.194.0073
13.
DonovanL.GreenT.HansenL. E. (2014). One-to-one laptop teacher education: Does involvement affect candidate technology skills and dispositions?Journal of Research on Technology in Education, 44(2), 121–139. https://doi.org/10.1080/15391523.2011.10782582
14.
DorfmanJ. (2008). Technology in Ohio’s school music programs: An exploratory study of teacher use and integration. Contributions to Music Education, 35, 23–46. www.jstor.org/stable/24127161
15.
DorfmanJ. (2013). Theory and practice of technology-based music instruction. Oxford University Press.
16.
DorfmanJ. (2015). Perceived importance of technology skills and conceptual understandings for pre-service, early- and late-career music teachers. College Music Symposium, 55, 1–19. http://doi.org/10.18177/sym.2015.55.itm.10861
17.
DorfmanJ. (2016). Exploring models of technology integration into music teacher preparation programs. Visions of Research in Music Education, 28. http://rider.edu/~vrme
18.
FreedmanB. (2013). Teaching music through composition: A curriculum using technology. Oxford University Press.
19.
FunkhouserB. J.MouzaC. (2012). Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course. Computers & Education, 62, 271–285. https://doi.org/10.1016/j.compedu.2012.11.005
20.
GuoR. X.DobsonT.PetrinaS. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235–254. https://doi.org/10.2190/EC.38.3.a
21.
HaningM. (2016). Are they ready to teach with technology? An investigation of technology instruction in music teacher education programs. Journal of Music Teacher Education, 25(3), 78–90. https://doi.org/10.1177/1057083715577696
22.
HargittaiE. (2010). Digital na(t)ives? Variation in Internet skills and uses among members of the net generation. Sociological Inquiry, 80(1), 92–113. https://doi.org/10.1111/j.1475-682X.2009.00317.x
LeiJ. (2009). Digital natives as preservice teachers: What technology preparation is needed?Journal of Computing in Teacher Education, 25(3), 87–97.
27.
LortieD. C. (2002). Schoolteacher: A sociological study. University of Chicago Press.
28.
ManzoV. J. (2016). Foundations of music technology. Oxford University Press.
29.
MargaryanA.LittlejohnA.VojtG. (2010). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004
30.
MundyM. A.KupczynskiL.KeeR. (2012). Teacher’s perceptions of technology use in the schools. SAGE Open, 2(1). https://doi.org/ 10.1177/2158244012440813
31.
OhlenbuschG. (2001). A study of the use of technology applications by Texas music educators and the relevance to undergraduate music education curriculum (Publication No. AAT 3010524) [Doctoral dissertation]. ProQuest Digital Dissertations database.
PrenskyM. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently?On the Horizon, 9(6), 1–6. https://doi.org/10.1108/10748120110424843
35.
PrenskyM. (2006). Listen to the natives. Educational Leadership, 63(1), 20–23.
36.
RussellJ. A. (2018). Statistics in music education research. Oxford University Press.
TapscottD. (1998). Growing up digital: The rise of the net generation. McGraw Hill.
39.
TaylorJ.DealJ. (2000, November26). Integrating technology into the K-12 music curriculum: A national survey of music teachers [Poster presentation]. Association for Technology in Music Instruction, Toronto, Ontario, Canada.
40.
WatsonS. (2011). Using technology to unlock musical creativity. Oxford University Press.
41.
WebsterP. R.WilliamsD. B. (2012, November15–18). Refining a national survey on technology competencies: Active ways to engage students [Paper presentation]. Association for Technology in Music Instruction National Conference, San Diego, CA, United States.
42.
WebsterP. R.WilliamsD. B. (2014). Defining undergraduate music technology competencies and strategies for learning: A fourth year follow-up exemplars [Paper presentation]. Association for Technology in Music Instruction National Conference, St. Louis, MO, United States.
43.
YongS.-T.GatesP. (2014). Born digital: Are they really digital natives?International Journal of E-Education, E-Business, E-Management and E-Learning, 4(2), 1–5. https://doi.org/10.7763/IJEEEE.2014.V4.311
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
