Hodgson, Sarah. “Early Years students can use higher order thinking skills to independently create content in music using touch interface technology.” (2013).
This action research project was initiated to examine the use of touch interface technology, namely tablet computers, with students in the Early Years. It was an attempt to discover how tablets could best be utilized with young learners. The research indicates that young learners are capable of using higher order thinking skills to create their own content, in this case musical compositions, using tablet technology. It proposes that Early Years students should take active and independent roles in the creation of their own works in order to demonstrate a more powerful understanding of their world.
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Lance D. Nielsen (2011) A study of K‐12 music educators’ attitudes toward technology-assisted assessment tools, Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy
The purpose of this study was to examine K‐12 music educators’ attitudes regarding the use of technology in the assessment of music learning. There is a considerable range of musical behaviors with different levels of complexity that can be assessed (Boyle & Radocy, 1987). A variety of software and web‐based assessment tools are available for music educators. However, it is unclear how many teachers are taking advantage of incorporating these technological assessment tools into their instructional practice. This study provided current data about the demographics of teachers using technology to assess musical growth and the variables that might motivate a music teacher to use technology‐assisted assessment tools. A sample of 2,211 music educators, provided by MENC: The National Association of Music Education, was surveyed. The survey questions determined the number of teachers using technology‐assisted assessment tools and the types of assessment tools they use. The mean score from a series of belief statements suggested teachers’ attitudes towards assessment practices and technology was positive. However, it was discovered that specific school and teacher factors had a generally small influence on their perceptions of technology‐assisted assessment tools. It was evident that music teachers are utilizing technology for daily instruction more often than to assist with assessment strategies. The factors of time and resources are two important variables that affect teachers’ decisions regarding the use of technology for assessment in music settings.
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