La relación entre el uso de las TIC en la docencia de la Música en educación secundaria y las creencias del profesorado
Resumen El uso de las Tecnologías de la Información y la Comunicación (TIC) en la docencia se ha incrementado considerablemente en los últimos años, especialmente a consecuencia de la enseñanza virtual obligada por la pandemia. En nuestro estudio tratamos de conocer el uso que el profesorado de Música hace de las TIC y cómo se relaciona con las creencias que este profesorado tiene sobre su valor pedagógico tanto para la enseñanza como para el aprendizaje. Nos valemos de una metodología cuantitativa basada primero en un diseño tipo encuesta y en un segundo estadio un diseño ex post facto. Los resultados obtenidos desvelan un uso limitado de las TIC a nivel general por parte del profesorado de Música de educación secundaria y muestran cómo los distintos niveles de uso de las TIC —bajo, medio y alto— se relacionan con sus creencias sobre el valor pedagógico de estas tecnologías, siendo mayor la valoración positiva de las TIC cuanto mayor es el nivel de utilización. Por tanto, es necesario fomentar un mayor uso de las TIC para que pueda revertir en una actitud más abierta respecto a su integración en la docencia de la Música.
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Alberola-Mulet, I., Iglesias-Martínez, M. J., & Lozano-Cabezas, I. (2021). Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study. Education Sciences, 11(239). https://doi.org/10.3390/educsci11050239
Area, M., Alonso, C., Correa, J. M., del Moral, M. E., De Pablos, J., Paredes, J., Peirats, J., Sanabria, A. L., San Martín, A., & Valverde, J. (2014). Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen. RELATEC Revista Latinoamericana de Tecnología Educativa, 13(2), 11-33. https://doi.org/10.17398/1695-288X.13.2.11
Aróstegui, J. L., Rusinek, G., & Fernández-Jiménez, A. (2021). Escuelas musicales. Buenas prácticas docentes en centros de Primaria y Secundaria que educan a través de la música. Octaedro.
Biasutti, M. (2012). ICT in music education in Italy: Contexts, potentialities & perspectives. In M. Gall, A. De Vugt, & G. Sammer (Eds.), European Perspectives on Music Education: New media in the classroom (pp. 135-148). Helbling.
Biasutti, M., & Concina, E. (2021). Online composition: Strategies and processes during collaborative electroacoustic composition. British Journal of Music Education, 38(1), 58-73. https://doi.org/10.1017/S0265051720000157
Biesta, G., M., Priestley, & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and practices, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
Burke, P. F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Adaptations of music education in primary and secondary school due to COVID-19: The experience in Spain. Music Education Research, 23(2), 139–150. https://doi.org/10.1080/14613808.2021.1902488
Camlin, D., & Lisboa, T. (2021). The digital ‘turn’ in music education. Music Education Research, 23(2), 129-138. https://doi.org/10.1080/14613808.2021.1908792
Cejas, R., Navío, A., & Barroso, J. (2016). Las competencias del profesorado universitario desde el modelo TPACK (Conocimiento Tecnológico y Pedagógico del Contenido). Píxel-Bit. Revista de Medios y Educación, 49, 105-119. https://doi.org/10.12795/pixelbit.2016.i49.07
Colás-Bravo, P., De Pablos, J., & Ballesta, F. J. (2018). Incidencia de las TIC en la enseñanza en el sistema educativo español: una revisión de la investigación. RED: Revista de Educación a Distancia, 18(56), 1-23. https://doi.org/10.6018/red/56/2
Colás-Bravo, P., & Hernández-Portero, G. (2014). Incidencia de la formación del profesorado en sus creencias sobre el valor de las TIC en la enseñanza de la Música. Educatio Siglo XXI, 32(3), 51-74. https://doi.org/10.6018/j/210981
Colás-Bravo, P., & Hernández-Portero, G. (2017). Itinerarios formativos del profesorado de Música: sus percepciones sobre el valor didáctico de las TIC. Revista Fuentes, 19(1), 39-56.
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195-213. https://doi.org/10.1080/14613808.2016.1202223
Cronenberg, S. (2019). Teaching general music to young adolescents: Findings from a survey of music teacher perspectives. International Journal of Music Education, 37(1), 43–58. https://doi.org/10.1177/0255761418794728
De Pablos, J., Colás P., González, T., & Conde, J. (2015). El Programa Escuela TIC 2.0 y sus efectos, según el profesorado. In J. De Pablos (Ed.), Los centros educativos ante el desafío de las tecnologías digitales (pp. 85-119). La Muralla.
Englund, C., Olofsson, A., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research and Development, 36(1) 73-87. https://doi.org/10.1080/07294360.2016.1171300
Ertmer, P. A., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives & M. Gill (Eds), International handbook of research on teacher beliefs (pp. 403–418). Routledge, Taylor & Francis.
Eyles, A. (2018). Teachers’ perspectives about implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110-131. https://doi.org/10.14221/ajte.2018v43n5.8
Gall, M. (2017). Technology in Music Education in England and Across Europe. In A. Ruthmann & R. Mantie (Eds.), The Oxford Handbook of Technology and Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.013.2
Hedden, D. G. (2020). Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing. International Journal of Music Education, 38(4), 593-612. https://doi.org/10.1177/0255761419888015
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. https://doi.org/10.1016/j.compedu.2019.103760
Kopcha, T., Ottenbreit, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96. http://doi.org/10.1016/j.compedu.2014.05.003
Kos, R. (2018). Becoming music teachers: preservice music teachers' early beliefs about music teaching and learning. Music Education Research, 20(5), 560-572. https://doi.org/10.1080/14613808.2018.1484436
López, M. C., & La Malfa, S. (2020). Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina. Journal of New Approaches in Educational Research, 9(1), 28-42. https://doi.org/10.7821/naer.2020.1.447
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Records, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective preservice teachers' technology integration beliefs and intentions. Teaching and Teacher Education, 89, 103006. https://doi.org/10.1016/j.tate.2019.103006
Niederhauser, D. S. & Stoddart, T. (2001): Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15–31. https://doi.org/10.1016/S0742-051X(00)00036-6
Paredes, J. (2013). Políticas educativas públicas sobre TIC en España: tres décadas donde los docentes universitarios influyeron en el cambio educativo. Revista Fuentes, 13, 45-78.
Partti, H. (2017). Building a broad view of technology in music teacher education. In A. Ruthmann & R. Mantie (Eds.), The Oxford Handbook of Technology and Music Education (pp. 123-128). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.013.10
Pozo, J. I., Pérez-Echeverría, M. P., Casas-Mas, A., López-Íñiguez, G., & Cabellos, B. Méndes, E. (2022). Teaching and learning musical instruments through ICT: The impact of the COVID-19 pandemic lockdown. Heliyon, 8(1), e08761. https://doi.org/10.1016/j.heliyon.2022.e08761
Rodríguez-Quiles, J. (2017). Music Teacher Training: A precarious area within the Spanish University. British Journal of Music Education, 34(1), 81-94. https://doi.org/10.1017/S026505171600036X
Ruthmann, S. A., & Mantie, R. (2017). The Oxford Handbook on Technology in Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.001.0001
Serrano, R. M. (2017). Tecnología y educación musical obligatoria en España: referentes para la implementación de buenas prácticas. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 153-169. https://doi.org/10.5209/RECIEM.54848
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), 368-394.
Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 449–460). Springer. https://doi.org/10.1007/978-0-387-73315-9_27
Stowell, D., & Dixon, S. (2014). Integration of informal music technologies in secondary school music lessons. British Journal of Music Education, 31(1), 19-39. https://doi.org/10.1017/S026505171300020X
Teo, T., & Zhou, M. (2016). The influence in teacher´s concepcions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527. https://doi.org/10.1080/10494820.2016.1143844
Valverde, J., Fernández, M. R., & Revuelta, F. I. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. Plos One, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
Zhang, S., Liu, Q., & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. British Journal of Educational Technology, 50(6), 3437-3455. https://doi.org/10.1111/bjet.12751
Area, M., Alonso, C., Correa, J. M., del Moral, M. E., De Pablos, J., Paredes, J., Peirats, J., Sanabria, A. L., San Martín, A., & Valverde, J. (2014). Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen. RELATEC Revista Latinoamericana de Tecnología Educativa, 13(2), 11-33. https://doi.org/10.17398/1695-288X.13.2.11
Aróstegui, J. L., Rusinek, G., & Fernández-Jiménez, A. (2021). Escuelas musicales. Buenas prácticas docentes en centros de Primaria y Secundaria que educan a través de la música. Octaedro.
Biasutti, M. (2012). ICT in music education in Italy: Contexts, potentialities & perspectives. In M. Gall, A. De Vugt, & G. Sammer (Eds.), European Perspectives on Music Education: New media in the classroom (pp. 135-148). Helbling.
Biasutti, M., & Concina, E. (2021). Online composition: Strategies and processes during collaborative electroacoustic composition. British Journal of Music Education, 38(1), 58-73. https://doi.org/10.1017/S0265051720000157
Biesta, G., M., Priestley, & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and practices, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
Burke, P. F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Adaptations of music education in primary and secondary school due to COVID-19: The experience in Spain. Music Education Research, 23(2), 139–150. https://doi.org/10.1080/14613808.2021.1902488
Camlin, D., & Lisboa, T. (2021). The digital ‘turn’ in music education. Music Education Research, 23(2), 129-138. https://doi.org/10.1080/14613808.2021.1908792
Cejas, R., Navío, A., & Barroso, J. (2016). Las competencias del profesorado universitario desde el modelo TPACK (Conocimiento Tecnológico y Pedagógico del Contenido). Píxel-Bit. Revista de Medios y Educación, 49, 105-119. https://doi.org/10.12795/pixelbit.2016.i49.07
Colás-Bravo, P., De Pablos, J., & Ballesta, F. J. (2018). Incidencia de las TIC en la enseñanza en el sistema educativo español: una revisión de la investigación. RED: Revista de Educación a Distancia, 18(56), 1-23. https://doi.org/10.6018/red/56/2
Colás-Bravo, P., & Hernández-Portero, G. (2014). Incidencia de la formación del profesorado en sus creencias sobre el valor de las TIC en la enseñanza de la Música. Educatio Siglo XXI, 32(3), 51-74. https://doi.org/10.6018/j/210981
Colás-Bravo, P., & Hernández-Portero, G. (2017). Itinerarios formativos del profesorado de Música: sus percepciones sobre el valor didáctico de las TIC. Revista Fuentes, 19(1), 39-56.
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195-213. https://doi.org/10.1080/14613808.2016.1202223
Cronenberg, S. (2019). Teaching general music to young adolescents: Findings from a survey of music teacher perspectives. International Journal of Music Education, 37(1), 43–58. https://doi.org/10.1177/0255761418794728
De Pablos, J., Colás P., González, T., & Conde, J. (2015). El Programa Escuela TIC 2.0 y sus efectos, según el profesorado. In J. De Pablos (Ed.), Los centros educativos ante el desafío de las tecnologías digitales (pp. 85-119). La Muralla.
Englund, C., Olofsson, A., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research and Development, 36(1) 73-87. https://doi.org/10.1080/07294360.2016.1171300
Ertmer, P. A., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives & M. Gill (Eds), International handbook of research on teacher beliefs (pp. 403–418). Routledge, Taylor & Francis.
Eyles, A. (2018). Teachers’ perspectives about implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110-131. https://doi.org/10.14221/ajte.2018v43n5.8
Gall, M. (2017). Technology in Music Education in England and Across Europe. In A. Ruthmann & R. Mantie (Eds.), The Oxford Handbook of Technology and Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.013.2
Hedden, D. G. (2020). Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing. International Journal of Music Education, 38(4), 593-612. https://doi.org/10.1177/0255761419888015
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. https://doi.org/10.1016/j.compedu.2019.103760
Kopcha, T., Ottenbreit, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96. http://doi.org/10.1016/j.compedu.2014.05.003
Kos, R. (2018). Becoming music teachers: preservice music teachers' early beliefs about music teaching and learning. Music Education Research, 20(5), 560-572. https://doi.org/10.1080/14613808.2018.1484436
López, M. C., & La Malfa, S. (2020). Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina. Journal of New Approaches in Educational Research, 9(1), 28-42. https://doi.org/10.7821/naer.2020.1.447
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Records, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective preservice teachers' technology integration beliefs and intentions. Teaching and Teacher Education, 89, 103006. https://doi.org/10.1016/j.tate.2019.103006
Niederhauser, D. S. & Stoddart, T. (2001): Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15–31. https://doi.org/10.1016/S0742-051X(00)00036-6
Paredes, J. (2013). Políticas educativas públicas sobre TIC en España: tres décadas donde los docentes universitarios influyeron en el cambio educativo. Revista Fuentes, 13, 45-78.
Partti, H. (2017). Building a broad view of technology in music teacher education. In A. Ruthmann & R. Mantie (Eds.), The Oxford Handbook of Technology and Music Education (pp. 123-128). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.013.10
Pozo, J. I., Pérez-Echeverría, M. P., Casas-Mas, A., López-Íñiguez, G., & Cabellos, B. Méndes, E. (2022). Teaching and learning musical instruments through ICT: The impact of the COVID-19 pandemic lockdown. Heliyon, 8(1), e08761. https://doi.org/10.1016/j.heliyon.2022.e08761
Rodríguez-Quiles, J. (2017). Music Teacher Training: A precarious area within the Spanish University. British Journal of Music Education, 34(1), 81-94. https://doi.org/10.1017/S026505171600036X
Ruthmann, S. A., & Mantie, R. (2017). The Oxford Handbook on Technology in Music Education. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.001.0001
Serrano, R. M. (2017). Tecnología y educación musical obligatoria en España: referentes para la implementación de buenas prácticas. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 153-169. https://doi.org/10.5209/RECIEM.54848
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), 368-394.
Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 449–460). Springer. https://doi.org/10.1007/978-0-387-73315-9_27
Stowell, D., & Dixon, S. (2014). Integration of informal music technologies in secondary school music lessons. British Journal of Music Education, 31(1), 19-39. https://doi.org/10.1017/S026505171300020X
Teo, T., & Zhou, M. (2016). The influence in teacher´s concepcions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527. https://doi.org/10.1080/10494820.2016.1143844
Valverde, J., Fernández, M. R., & Revuelta, F. I. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. Plos One, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
Zhang, S., Liu, Q., & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. British Journal of Educational Technology, 50(6), 3437-3455. https://doi.org/10.1111/bjet.12751
Colás-Bravo, P., & Hernández-Portero, G. (2023). La relación entre el uso de las TIC en la docencia de la Música en educación secundaria y las creencias del profesorado. Education in the Knowledge Society (EKS), 24, e28509. https://doi.org/10.14201/eks.28509
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