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In the computer-assisted music environment, current software supports both musicians and educators for teaching harmony, solfege, ear training, and theories, including tools for composition, editing, and note writing, with emphasis on effective, coordinated courses in teacher training.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Departments:  \nMarmara University Sample  \nİsmet Arıcıi  \nMarmara University, Istanbul  \nAbstract  \nThe fundamental objective of Music teacher education departments in universities is to have qualified and successful while educating their students. For this purpose, it is very important to apply the programs which will result in having well-educated graduates with pedagogical formation lessons. The aimed graduates are mastered by their instruments, able to use their voices individually and collectively, competent in the field of harmony, solfege and music theories and strengthened with music literature based on cultural lessons. Intoday's computer-assisted music world, current softwares have been used by both the musicians and music educators inside and outside the classroom. Today, there are many softwares not only to make music and but also to provide and improve music education and teaching. Softwares aiming teaching harmony, solfege, ear training and music theories together with the programs supporting music creation such as composition, editing and note writing programs provide great benefits to music educators. For future teachers to be able to successfully use the evolving music technologies in their fields, it is important to emphasize that the courses for computer-assisted music education are effective and should be coordinated with other courses. In this article, studies on computer-assisted music education in Marmara University, Atatürk Faculty of Education, Department of Fine Arts Education, Department of Music Teacher Education were examined.  \nKeywords: Computer-assisted music education, music technologies, music teacher training.  \nDOI: 10.29329/epasr.2018.137.4  \ni İsmet Arıcı Dr. Marmara University, Ataturk Education Faculty, Department of Fine Arts Education, Department of  \nMusic Education. Email: [ismetarici@yahoo.com](ismetarici@yahoo.com)  \nIntroduction  \nIn computer-assisted instruction (CAI), the computer can find an application area with and without the teacher, as the support of other approaches-techniques. CAI is an educational setting. During teachinglearning process in CAI; teachers guide and help students recognize their abilities and personalize them, as well as practicing activities like exercising and reviewing; according to the subject’s structure and specified education purposes, teachers are required to use computers in different place, time, and manner. (cited by Öğüt, Altun, Sulak & Koçer, 2004); (transfered by: Güven & Sülün, 2012)  \nAs a consequence of unbelievably numerous creations of electronic devices, it directly and certainly has affected the music education and instruction in schools. Now, in many countries around the world, music education is being conducted with the support of technology in every level as in the other areas of teaching. Recents developments in music technologies have offered new possibilities both to teachers and to trainees of music in the fields of fundamental music theories, music history, music literature, music education and performance. Instructors of music, both for themselves and for their trainees, are carrying internet, television, video, video camera, DVD,CD, CD-ROM, electronic pianos, MIDI, computer, computer software programs etc. technologies to music classes. (Tecimer, 2006)  \nThe introduction of music through computer technology dates back to 1960s. Especially, voice digitation has been done for many years. Now that the sound contains quite little information, if it is programmed, various sounds can be extracted even from the most primitive computers. After the sound is digitized, the computer perceives it as a data. These computers which were used as an auditing tool at first, has successfully replaced an orchestra in which the music was made personally. The computer which was used to audit an orchestra at first, then made a breakthrough in music and sound technology. The factor that fa","cbCaijFabAhOi8Yr","https://ap.wps.com/l/cbCaijFabAhOi8Yr","pdf",397865,"English","# Abstract\n# Introduction\n## Computer-assisted instruction (CAI)\n## Technology’s impact on music education\n## Digitization of sound and early foundations\n## Contemporary music education in the 21st century\n# Computer software and instructional applications","[{\"question\":\"What is the central objective of music teacher education departments?\",\"answer\":\"They aim to educate students with pedagogical formation so that graduates become qualified and successful as music teachers.\"},{\"question\":\"Which areas of music education does computer-assisted music support according to the text?\",\"answer\":\"It supports teaching harmony, solfege, ear training, and music theories, and it also helps with music creation through composition, editing, and note-writing programs.\"},{\"question\":\"Why is the coordination of computer-assisted music education courses important for future teachers?\",\"answer\":\"The article emphasizes that future teachers should effectively use evolving music technologies, so the relevant courses must be effective and coordinated with other courses.\"}]","Computer-assisted Music Teaching in Music Teacher Education Departments - Abstract | PDF",1792094905,25]