Bowman, L. C. (2022). Secondary school music teacher perceptions of music technology integration during a pandemic (Publication No. 28965057) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.

Abstract:

“The purpose of this qualitative, exploratory case study is to explore secondary school music teacher perceptions of integrating music technology during the COVID-19 pandemic. The start of distance learning in March 2020 brought to light one problem: the lack of technology training amongst music teachers. The purpose of this study was to explore how secondary school music teachers adapted to teaching music during school closures and how they adjusted their curriculum for distance learning. The conceptual framework that guided this study was the Technological Pedagogical and Content Knowledge framework consisting of six constructs for teachers to successfully integrate technology into the classroom. These six constructs are: Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Pedagogical Content Knowledge. When teachers were able to combine all constructs, they possessed high levels of Technological Pedagogical Content Knowledge and were able to successfully teach music online during the pandemic. The research question that guided this study was: How do secondary school music teachers perceive their Technological Pedagogical Content Knowledge prepared them to integrate technology into their music classes? For this study, data was collected using questionnaires, interviews, and a focus group. The results provided a clear picture of how music teachers had to adapt to integration of technology primarily being self-taught and with little formal technology training. A thematic analysis of the transcripts revealed that music teachers did not receive enough support and had to rely on colleagues, other music teachers, and online web resources to learn how to successfully integrate technology into the online music classroom. The implications of the results of the study and recommendations for future practice are that school districts and universities offer music technology training to music teachers. Recommendations for future research include the effects of music technology training on Career Technical Education programs in the field of Audio Recording and Engineering, music technology training for music teachers and 21st century course offerings in urban schools, and the effects of music technology training on new music teachers and their anxiety levels integrating technology into the music classroom.”