Diel, M. A. (2021). Technology in the classroom: Interpretive study of three exemplary music educators’ attitudes, motivations, and beliefs (Publication No. 28410005) [Doctoral dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations and Theses Global.

Abstract:

“Teachers integrate technology into the classroom as a resource and tool for teaching many subjects, including music. By combining technology and traditional music instruction methods, teachers can provide their students with new and exciting ways to learn the basics of music and composition techniques while benefiting from the increased effectiveness of computer instruction. Although music technology can increase student participation, inspire creativity, and provide an outlet for students who may not be interested in traditional music-making, educators face numerous barriers that prohibit successful technology integration. Educators often grapple with finding the most effective way to integrate technology daily. Although several working technology integration frameworks are available for guidance, it is unclear if these frameworks are well known or well utilized by educators. The purpose of this qualitative interpretive study was to examine and analyze personal stories that described the motivators, attitudes, and beliefs of three exemplary music educators who decided to use technology in the elementary classroom and the unique experiences that fostered an interest in educational technology. Findings suggest that participants believe in the power of technology, possess a can-do attitude, and tirelessly work to overcome barriers that may interfere with technology use. Participants are motivated by student success and musical growth and attribute the achievements to the regular use of technology as a learning tool. The recommendations based on this study’s findings may be used to assist music educators with effective technology integration.”