Abstract
This study focuses on music technological applications to music education in tertiary institutions in Delta and Edo States. The relevance of computer applications in music education has not received sufficient attention. It features some contributions of some scholars on relevant concepts, and empirical findings that have bearing to this study. It equally describes music technological applications, and its uses for music education. The methodology is a survey; the target population is made of students and lecturers of tertiary institutions in Delta and Edo States and involves the use of library research and internet services for relevant literature. The study indicates a few numbers of institutions that apply, and those that plan to apply computer applications to music education in the classroom. Some students express, that computer applications are interestingly engaging. However, majority of the students have not been exposed to computer applications for music education in the classroom. The study concludes that If few ( 20%) of the lecturers in Delta State University and College of Education, Ekiadolor and a lecturer from Ambrose Ali University could apply some music technological applications to teach. It implies that it is realistic and realisable. Therefore, all the lecturers should endeavour to undergo a self-development programme in their areas of specialization so that it will possibly achieve the same outcome. The study recommends that the yearly computer programme organized by the National commission for Colleges of Education and should relate to and reflect in their course areas.
Highlights
There is nothing more like active participation without music technological applications to music education
Interconnectivity of music research findings is enhanced through computer applications for music teaching and learning and that it is essential to the composer as well as enhances visual illustration during teaching
Despite the awareness of music technological applications for music education, tertiary institutions in Delta and Edo States of Nigeria are still lagging behind technologically
Summary
There is nothing more like active participation without music technological applications to music education. In support of this, Collins (1995) opines: “computer applications have the ability to enhance education because it involves active participation of students. This can reflect the individual needs and experiences of students. Music technological applications have not been fully utilized in the process of learning music in the classroom. All of these music technological applications among others enable the students to have a firm grounding and opportunities to explore musically as to spur musical creativity as in the music industry artists outside school. Students upon graduation are still finding it difficult to blend with the commercial music in the music industry. Adedeji, (2004) laments: IJSSHR, Volume 05 Issue 02 February 2022 www.ijsshr.in
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