Research directions: Gender, technology and engagement in music

Ballantyne, Julie C. and Harrison, Scott D. (2005). Research directions: Gender, technology and engagement in music. In: de Vries, Peter, Australian Association for Research in Music Education: Proceedings of the XXVIIth Annual Conference; Reviewing the Future. Australian Association for Research in Music Education XXVIIth Annual Conference; Reviewing the Future, Sydney, Australia, (9-14). 24 - 27 September 2005.


Author Ballantyne, Julie C.
Harrison, Scott D.
Title of paper Research directions: Gender, technology and engagement in music
Conference name Australian Association for Research in Music Education XXVIIth Annual Conference; Reviewing the Future
Conference location Sydney, Australia
Conference dates 24 - 27 September 2005
Proceedings title Australian Association for Research in Music Education: Proceedings of the XXVIIth Annual Conference; Reviewing the Future
Place of Publication Melbourne, Australia
Publisher Australian Association for Research in Music Education
Publication Year 2005
Sub-type Fully published paper
ISBN 0958608687
9780958608688
Editor de Vries, Peter
Start page 9
End page 14
Total pages 6
Language eng
Abstract/Summary Beyond sequencing and notation exercises, the traditional music teacher has been somewhat conservative in embracing technology. In a study on the attributes necessary to teach music effectively, pre-service and early-career music teachers did not mention skills and knowledge in technology as highly important (Harrison, 2004; Harrison and Ballantyne, 2005). Experienced teachers, however, acknowledge the need for skills in managing technology as one of the most important aspects of teaching in which proficiency is required (Harrison, 2004). Given that technology is a major part of current education and life practice, and that the current cohort of school students has not known a world without technology, the perceptions of both music teachers and music students are worthy of investigation. Technology is also perceived as a masculine pastime (Comber, Colley and Hargreaves, 1993). The review of the literature reported here indicates that engagement with technology in boys' schools is an area for future research. This paper describes a proposed project that examines pre-service teacher motivation and confidence in the use of technology in schools and which will seek to provide a template for professional learning about music technology in pre-service and in-service phases.
Subjects 1303 Specialist Studies in Education
130313 Teacher Education and Professional Development of Educators
Keyword Pre-service teacher education
Music teachers
Technology
Gender
Q-Index Code E1
Institutional Status Non-UQ

 
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Created: Tue, 17 Nov 2009, 09:43:44 EST by Elissa Saffery on behalf of School of Music