Teaching for the Digital Stage: Preparing Future Music Educators for the ICT-driven Classroom at Colleges of Education

Abstract

As technology improves education, music educators face the challenge of adapting their teaching strategies to an increasingly digital and information and communication technology (ICT)-driven classroom. This qualitative study delves into the experiences and perspectives of music tutors and students at colleges of education, exploring how they perceive the integration of ICT tools into music education and the strategies employed to prepare future music educators for this digital stage. Based on constructivist and socio-cultural learning theories, this research employs a qualitative interview approach to capture the nuanced insights of music tutors and students. Through in-depth interviews, participants share their experiences, beliefs, and challenges related to the infusion of ICT in music education. The study examines the technological tools and platforms commonly employed and delves into the pedagogical shifts, opportunities, and obstacles that emerge within this new paradigm. Preliminary findings suggest that music tutors and students recognise the potential benefits of incorporating ICT into music education, such as enhanced student engagement, personalized learning, and access to a broader array of musical resources. However, challenges emerge, including the need for professional development, concerns about equity in access to technology, and the preservation of traditional music pedagogy in a digital context. Furthermore, the study explores how colleges of education are currently preparing future music educators for this digital transition. Analysis of the interview data uncovers various instructional strategies, including workshops, hands-on technology integration, and collaborative curriculum design. The research also highlights the role of mentorship and ongoing support in facilitating the successful integration of ICT tools into music education.