The Use of ICT in Secondary Music Education and Its Relationship with Teachers’ Beliefs - Digital Education Review No. 42 - December 2022

Oct 15, 2026

Uploaded by hdkawk

One of the most notable effects that COVID-19 has engendered in education is the expansion of ICT use in teaching across levels. This study reports ICT usage by secondary music teachers in Andalusia (Spain) and examines how ICT practices relate to teachers’ perceptions of ICT’s educational value for teaching and learning. Results show highly heterogeneous ICT adoption with limited use prevailing.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

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I. Introduction

II. Incorporation of ICT into Music Education

a. Teacher training

The in Education and its relationship with teachers’beliefs The use of ICT in Secondary Music Education and its relationship with teachers’beliefs Guadalupe Hernández Portero [ghportero@us.es](ghportero@us.es) [https://orcid.org/0000-0003-4751-7704](https://orcid.org/0000-0003-4751-7704) Universidad de Sevilla, Spain Pilar Colás Bravo [pcolas@us.es](pcolas@us.es) [https://orcid.org/0000-0003-3000-075X](https://orcid.org/0000-0003-3000-075X) Universidad de Sevilla, Spain Abstract One of the most notable effects that COVID 19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain) . It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT asa tool for teaching and student learning. Keywords Information and Communication Technologies (ICT); Music Education; Secondary Education; Teacher training; Teaching-Learning. Digital Education Review ⎮ ISSN 2013-9144 ⎮ [http://revistes.ub.edu/der](http://revistes.ub.edu/der) 1 Number 42, December 2022 ⎮[https://doi.org/10.1344/der.2022.42.1-15](https://doi.org/10.1344/der.2022.42.1-15) I. Introduction The incorporation of ICT into Music Education has formed the basis of analysis and research in recent years. Marín, Gabarda and Cuevas (2022) have performed a review of the research carried out on this subject and conclude that there has been a marked increase in scientific production over the last five years. Ruthmann and Mantie (2017) edited a monograph study into the use of Information and Communication Technologies (ICT) in Music Education, at the Primary and Secondary Education levels. In one of its chapters, Partti (2017) concludes that the integration of ICT in the music syllabus of teacher training remains scarce. Inadequate technological training may explain the fact that teachers have low confidence and skills in ICT, which leads to their lessened interest in incorporating ICT into teaching-learning processes. Yet there are also few diagnoses on the specific situation of countries to ascertain an overall outlook and thus be able to guide future developments. In this sense we have some contributions such as Biasutti (2012), which analyses the incorporation of ICT to Musical Education in Italy; or Stevens (2018), which describes the evolution of technology-based approaches applied to teaching and learning Music in Australia; or Gall’s contribution (2017) on Technology in Musical Education in England and within the European context. With regard to Spain, we also have several contributions (Aróstegui, 2014; Authors, 2014; Authors, 2017; Sadío, Ortiz & Bernabé, 2020; Guillén and Ramos, 2021), although there are stillscant studies that tackle this issue. However, the situation of COVID 19 has hastened and forced the ICT use resources to teach the Music syllabus in Spain's Secondary Education system. These practices, therefore, have become the axis of educational research in this discipline. II. Incorporation of ICT into Music Education The integration of ICT in the teaching of Music is a factor aimed at improving the daily work of teachers in this discipline, since as certain research works point out, they make a heterogeneous and basic use of technologies as part of their teaching (Authors, 2014, 2017; Calderón-Garrido et al., 2019, Guillén et al., 2022) . The forced incorporation of digital media as a result of the shift toon-line education during the pandemic has altered the uses of ICT in educatio

FAQs

What does the study investigate about ICT in secondary music education?

It examines ICT usage by secondary music teachers in Andalusia (Spain) and explores how ICT practices relate to teachers’ perceptions of ICT’s educational value.

What do the empirical results indicate about ICT use by music teachers?

Secondary Education Music teachers use ICT in highly heterogeneous ways, with limited use prevailing as the dominant pattern.

How is ICT practices connected to teachers’ beliefs?

A statistically significant relationship is observed between ICT practices in music teaching and teachers’ beliefs about ICT as a tool for teaching and student learning.

Oct 15, 2026

Uploaded by hdkawk