Factors Influencing the Utilization or Non-Utilization of Technology in Children's Music Lessons
The main purpose of my proposal is to apply for a PhD, but I don’t know the specific method of Research Proposal.
I currently want to apply for the music department of Hong Kong Baptist University,
The major I want to apply for is "Music Education". I need an RP about music education. I hope my direction is about toddlers or children's music education. But the main purpose is to enter the phd program. So I hope there is a professional research proposal.
The topic needs to be very precise and professional, My main purpose is to be admitted, so I hope the writer can have a certain understanding of the background of the tutor.
And i look at the website
The requirement in the website is
1.Please state your proposed research topic. (up to 500 characters).
2. Proposed Research Plan - Please describe your research plan for the proposed doctoral research and include in particular detailed objectives and methodology. The description should also include the general field of the research; the specific research question(s); the preliminary research conducted and any results that may support the feasibility of the work (if applicable); the significance, originality and/or anticipated impact of the work. Please also provide references or citations, if applicable (up to 7500 characters).
Factors Influencing the Utilization or Non-Utilization of Technology in Children's Music Lessons
Dissertation Manuscript
Submitted to Hong Kong Baptist University
Faculty or School or Department
PhD. in Music Education
by
Student's Name
City, Country
November 2020
Table of Contents
TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc55211528" Introduction PAGEREF _Toc55211528 \h 3
HYPERLINK \l "_Toc55211529" Background PAGEREF _Toc55211529 \h 3
HYPERLINK \l "_Toc55211530" Statement of the Problem PAGEREF _Toc55211530 \h 4
HYPERLINK \l "_Toc55211531" Purpose of the Study PAGEREF _Toc55211531 \h 5
HYPERLINK \l "_Toc55211532" Objectives of the Study PAGEREF _Toc55211532 \h 5
HYPERLINK \l "_Toc55211533" Research Questions PAGEREF _Toc55211533 \h 5
HYPERLINK \l "_Toc55211534" Exploratory Research Design PAGEREF _Toc55211534 \h 6
HYPERLINK \l "_Toc55211535" Participants PAGEREF _Toc55211535 \h 6
HYPERLINK \l "_Toc55211536" Sampling PAGEREF _Toc55211536 \h 7
HYPERLINK \l "_Toc55211537" Ethical Considerations PAGEREF _Toc55211537 \h 7
HYPERLINK \l "_Toc55211538" References PAGEREF _Toc55211538 \h 8
Introduction
In many studies conducted across the world, it has been proved that children have musical training experiences before they join the school. One of the most critical aspects of these digital classes is that the home classes involve technology (DeVries, 2013). Another study conducted by Young (2009) affirmed that digital technology utilized by these children transforms the nature of music and musical practices, especially in the home settings. Through technology implementation, children have more opportunities to learn and engage with music at very juvenile stages. There are better learning outcomes whenever technology is used in the teaching process. An effective instructor will utilize various tools that are accessible to enhance learning outcomes. There is poor or minimal utilization of technology in children's music lessons. The main reason technology has been left out of the classroom arises from the idea that it hinders the human element or experience of making music. Harrel and Bynum (n.d.) noted that teachers' perception of technology hinders technology implementation within the classroom. Although there is increasing access to technology, instructors are usually hesitant and ignorant of the best ways to utilize technology for learning.
Background
Harrel and Bynum noted that every child in our contemporary society has access to a form of technology. Even before joining the school, children have access to digital tools that can be used for learning, particularly music. Many resources can be accessed online with the potential of improving teaching effectiveness and provide better learning outcomes. DeVries (2013) noted that even with the increasing presence of technology, music teachers seldom embrace these technologies and replicate children's strategies to learn music before joining the school. Some of the technologies used by children include musical toys, television, radio, karaoke machines, DVDs, and YouTube Videos. Most of the children use these devi...
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