A Practical Model for ICT-Integrated Music Education
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This paper aims to develop a practical model for better enactment of ICT integration and music in Taiwan. Currently, the progress of Information and Communication Technology (ICT) has changed the way music is experienced. ICT is presented as an efficient tool to enhance students’ attainment of listening, composition, performance, improvising, or music appreciation. Nevertheless, a growing body of evidence claims that the lack of funding, provision, teaching resource, or capability of employing ICT has restricted music teachers in developing new curriculum ICT use. In 1998, the Ministry of Education in Taiwan released a policy that encourages Grades 1-9 school educators to integrate ICT into all curricula. In order to explore more closely the enactment of integrating ICT into music curriculum, a qualitative single case study with multiple methods including observation, interview, and document analysis was conducted for four months at one ICT-Seeded junior high school in central Taiwan. Rather than the lack of ICT funding or equipment, the findings indicate that providing music teachers required support and training should be focused in future. Finally, a ‘Staffing and Provision Model’ is proposed to inform better implementation of ICT integration and music in Taiwan.
Abstract
This paper aims to develop a practical model for better enactment of ICT integration and music in Taiwan. Currently, the progress of Information and Communication Technology (ICT) has changed the way music is experienced. ICT is presented as an efficient tool to enhance students’ attainment of listening, composition, performance, improvising, or music appreciation. Nevertheless, a growing body of evidence claims that the lack of funding, provision, teaching resource, or capability of employing ICT has restricted music teachers in developing new curriculum ICT use. In 1998, the Ministry of Education in Taiwan released a policy that encourages Grades 1-9 school educators to integrate ICT into all curricula. In order to explore more closely the enactment of integrating ICT into music curriculum, a qualitative single case study with multiple methods including observation, interview, and document analysis was conducted for four months at one ICT-Seeded junior high school in central Taiwan. Rather than the lack of ICT funding or equipment, the findings indicate that providing music teachers required support and training should be focused in future. Finally, a ‘Staffing and Provision Model’ is proposed to inform better implementation of ICT integration and music in Taiwan.
참고문헌 (20)
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