Factors Influencing the Utilization or Non-Utilization of Technology in Children's Music Lessons

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
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Background  PAGEREF _Toc55211529 \h
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Statement of the Problem  PAGEREF _Toc55211530 \h
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Purpose of the Study  PAGEREF _Toc55211531 \h
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Objectives of the Study  PAGEREF _Toc55211532 \h
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Research Questions  PAGEREF _Toc55211533 \h
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Exploratory Research Design  PAGEREF _Toc55211534 \h
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Participants  PAGEREF _Toc55211535 \h
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Sampling  PAGEREF _Toc55211536 \h
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Ethical Considerations  PAGEREF _Toc55211537 \h
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References  PAGEREF _Toc55211538 \h
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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...