There have been many claims about the benefits that the use of technology can bring to music learning. In fact, examples of successful applications and high levels of motivation associated with computer-based music learning reported in the literature have evidentially substantiated both the feasibility and adaptability of technology applications to music education. This paper describes the experience of Information and Computer Technology (ICT) integration in primary school music education in countries where both pioneering and relatively advanced developments have taken place. A comprehensive study of related literature and curriculum documents has been undertaken, aspects including major software programs development for music education and its pedagogical orientation, hardware configuration and classroom organization, applications of ICT in music teaching and learning, requirements for curriculum, hardware and software, and technology competency requirements and related professional development for music teachers are studied. Findings from the literature reviewed and documents analyzed reveal that ICT can best support constructivist approach to music learning, particularly activities of creative nature such as composing, improvising and creative music making; in addition, resource and related circumstantial factor as well as music teacher‘s readiness were found to be the most influential factors of successful ICT integration. Coupled with these findings, conclusion and implications for ICT integration in primary music curriculum in Hong Kong are then drawn and discussed. Copyright © 2010 HKIEd APFSLT.
|Journal||Asia-Pacific Journal for Arts Education|
|Publication status||Published - Dec 2010|