[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593818-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593818-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teachers-perspectives-about-implementing-ict-in-music-education-volume-43-issue-5","Teachers’ Perspectives about Implementing ICT in Music Education - Volume 43 - Issue 5","","This article examines the current implementation of Information and Communication Technologies (ICT) in music classrooms across Queensland, Australia, based on classroom music teachers’ perspectives. Explanatory sequential mixed methods are used: a quantitative survey assesses teachers’ views on ICT resources, support, confidence, practices, and professional development, followed by six semi-structured interviews to probe emerging themes. Results indicate that the F-10 Australian Curriculum needs clearer definitions of ICT.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-perspectives-about-implementing-ict-in-music-education-volume-43-issue-5/593818/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-perspectives-about-implementing-ict-in-music-education-volume-43-issue-5/593818.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the research?","Question",{"text":63,"@type":64},"The study focuses on how classroom music teachers perceive factors that influence implementing ICT in their music program in Queensland, Australia.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"It used explanatory sequential mixed methods: a quantitative survey first, then six qualitative semi-structured interviews to investigate themes in more depth.",{"name":70,"@type":61,"acceptedAnswer":71},"What barriers to ICT implementation did teachers identify?",{"text":72,"@type":64},"Teachers reported the most significant barrier as the need for access to adequate quantities of ICT resources, funding, and ICT support.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593818,1792165402,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43\u003Cbr>Issue 5 Australian & New Zealand Association for\u003Cbr>Research in Music Education | Article 8 |\n| --- | --- |\n\n2018  \nTeachers’Perspectives about Implementing ICT in Music Education  \nAnne-MareeEyles  \nGriffith University, Queensland, dajsjn@gmail.com  \nRecommended Citation  \nEyles, A. (2018). Teachers’ Perspectives about Implementing ICT in Music Education. Australian Journal of Teacher Education, 43 (5). Retrieved from [http://ro.ecu.edu.au/ajte/vol43/iss5/8](http://ro.ecu.edu.au/ajte/vol43/iss5/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss5/8](http://ro.ecu.edu.au/ajte/vol43/iss5/8)  \nAustralian Journal of Teacher Education  \nTeachers’ Perspectives about Implementing ICT in Music Education  \nAnne-Maree Eyles  \nGriffith University  \nAbstract: This article provides insights into the current state of  \nInformation and Communication Technologies (ICT) implementation  \nin music classrooms throughout Queensland, Australia, through the  \nperspectives of classroom music teachers with regard to  \norganisational practices that influence the implementation of ICT in  \nmusic education. Using explanatory sequential mixed methods, a  \nquantitative survey gathered music teachers’perspectives regarding  \nthe availability of ICT resources, ICT support, teacher confidence,  \ncurrent teaching practices and professional development. Six  \nqualitative semi-structured interviews were then conducted to  \ninvestigate further the identified themes. This paper discusses the  \nanalysis of the quantitative survey results. Findings suggest that the  \nF-10 Australian Curriculum needs to define the term ICT to provide  \ngreater clarity for teachers. Further, due to a lack of ICT resources  \nand support, classroom music teachers limit their pedagogy to whole class activities which rely on a limited number of ICT resources due to availability, familiarity and reliability. Teacher confidence is directly  \naffected by professional development opportunities. The benefits of  \nprofessional development opportunities are perceived to be short-term  \nwhen ICT resources are inadequate. Classroom music teachers  \nidentified that the most significant barrier to ICT implementation is  \nthe need for access to adequate quantities of ICT resources, ICT  \nfunding and ICT support.  \nIntroduction  \nOver the past two decades, the global economy has experienced significant technological advancement. Information and Communication Technologies (ICT) skills have become a significant requirement of the Australian workforce. Responding to the ICT needs of the Australian economy, the Australian Federal Government has embedded ICT throughout the national curriculum from Foundation to Year 10 (F-10), so that ICT is now both an independent subject and a requirement of every subject in the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2010) . This national initiative aims to ensure that every student will be equipped with “technical and cognitive proficiency…to use, develop, create and communicate using…technological tools”(Queensland Studies Authority, 2013, p. 7) . This will contribute to ICT competence, creativity and confidence to assist in gaining future employment (Australian Treasury, 2015) . The inclusion of ICT in the Australian Curriculum has moved education into the digital age, in an attempt to engage students who consider ICT to be the norm.  \nIn order to explore the current implementation of ICT in Queensland schools and in particular the barriers affecting the implementation of ICT, this project employed the following research question:  \nVol 43, 5, May 2018 110  \nAustralian Journal of Teacher Education  \nWhat do classroom music teachers perceive to be the factors that influence the implementation of ICT in their music program?  \nThe following sub-questions guided the project:  \n• What are teacher’s perceptions of what ICT in music ","cbCaipqX6cHbEbSN","https://ap.wps.com/l/cbCaipqX6cHbEbSN","pdf",1039167,23,"English","# Abstract\n## Introduction\n## Literature Review","[{\"question\":\"What is the main focus of the research?\",\"answer\":\"The study focuses on how classroom music teachers perceive factors that influence implementing ICT in their music program in Queensland, Australia.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used explanatory sequential mixed methods: a quantitative survey first, then six qualitative semi-structured interviews to investigate themes in more depth.\"},{\"question\":\"What barriers to ICT implementation did teachers identify?\",\"answer\":\"Teachers reported the most significant barrier as the need for access to adequate quantities of ICT resources, funding, and ICT support.\"}]","Teachers’ Perspectives about Implementing ICT in Music Education - Volume 43 - Issue 5 | PDF",1792077973,58]