The application of ICT in the music classroom: Factors that influence technology integration in New Zealand secondary schools.
type: CreativeWork
description: This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching. Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period. Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice. The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international liter…
abstract: This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching. Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period. Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice. The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international liter…
author: O’Connell, Amanda
keywords: Music, music education, ICT, music technology, digital technology, ICT integration, TPACK, qualitative, critical pedagogy, music teachers, secondary school, New Zealand
license: https://researchcommons.waikato.ac.nz/bitstreams/c5a9ff6c-52fc-4b87-af59-09e9c2e69808/download
date published: 2018
date modified: 2026-07-24T05:57:49Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Waikato