The purposes of this study were to examine, from the faculty perspective, the structures by which pre-service music teachers gain technology experiences, and to understand the limitations of and influences on those structures. Music Education faculty members (N=169) responded to an online questionnaire that contained questions about implementation of technology into their programs, factors they considered when designing technology experiences for students, and translation of technology experiences into effective teaching. Findings indicated a wide variety of integration structures and a preference for inclusion of a stand-alone course in technology. Time was reported as the greatest obstacle to depth of technology integration. Further research is suggested to compare the quality of the existing models of technology integration. Implications for the field include the importance of relevant educational standards for developing technology experiences, and attention to educational theories that can help guide that development.
"Exploring Models of Technology Integration into
Music Teacher Preparation Programs,"
Visions of Research in Music Education: Vol. 28, Article 6.
Available at: https://opencommons.uconn.edu/vrme/vol28/iss1/6