Abstract
The present study addresses the lack of an instructional design methodology for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK), the importance of affect in instructional design. The study extends the theoretical framework of TPCK to a design framework and proposes a methodology and instructional design guidelines that address both the cognitive and the affective domains of learning. The research has both practical and theoretical significance as it provides teachers with explicit guidance on how to design music lessons based on TPCK principles, and, examines interactions among content, technology, cognition, and affect. Through the 4E perspective, technology and the proposed approach are viewed as agents of a distributed system that can support the embodied minds to develop musical and emotional understanding.
Highlights
While different Technological Pedagogical Content Knowledge (TPCK) models have been introduced in the literature during the last 15 years, this study took on the TPCK framework proposed by Angeli and Valanides (2005; 2009; 2013) in order to investigate within the field of music education subject-specific aspects of the model
The authors identified that the focus of the existing body of research associated to TPCK was on the cognitive domain of learning, and, appraised that the affective domain is severely overlooked (Macrides and Angeli, 2018a,b)
Two were the most prevailing, namely, the model proposed by Koehler and Mishra (2005); Mishra and Koehler (2006) which is more linked to the TPACK nomenclature and the integrative conceptualization, and the model suggested by Angeli and Valanides (2005; 2009; 2013) which is usually referred to as TPCK and the transformative interpretation
Summary
Despite the fact that the transformative (Beckstead, 2001; Brown and Dillon, 2007; Ruthmann, 2007) and efficiency (Beckstead, 2001; Brown, 2007; Savage, 2007; Webster, 2007; Mroziak and Bowman, 2016) role of digital technologies has long been established in music education research, technology’s use in the classroom is still limited while its potential is not utilized to serve curricular objectives but often peripheral purposes, such as preparing handouts, musical scores, or presentations, showing videos, and recording student classroom activities (Bauer et al, 2003; Savage, 2010; Greher, 2011; Wise et al, 2011; Mroziak and Bowman, 2016). About 15 years ago, when different researchers introduced Technological Pedagogical Content Knowledge (TPACK or TPCK) as a framework for guiding technology integration in teaching, they extended Shulman’s (1986) theoretical model about Pedagogical Content Knowledge (PCK) by adding the component of technology (Angeli and Valanides, 2005, 2009; Koehler and Mishra, 2005; Niess, 2005, 2011; Mishra and Koehler, 2006) These initial models, as well as others that were proposed some years later, have different theoretical views about the composition, nature and growth of TPCK.
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