Abstract
The purpose of the study is to examine the music teacher candidates' awareness of music applications and software, their frequency of use and purpose of use in terms of gender and grade level variables. The study group consists of 452 students studying in department of music education in 6 universities in Turkey during the 2018-2019 academic year. In order to collect data, a two-part questionnaire developed by the researcher was used.According to the results of the research, it was seen that music teacher candidates who are aware of the existence of applications for music notation, applications containing instruments for music performance, applications for listening/watching music and applications for recording/mixing stage were quite high compared to those who were not aware. It was observed that the number of those who were not aware of the applications of instrument education, applications of choir/singing and applications of music theory and hearing education were higher than those who were aware. It was seen that the most commonly used applications were applications that include instruments for music performance and applications for listening/watching music. It was seen that applications for choir/singing, applications for instrument education, applications for music theory and hearing education, and applications for recording/mixing stage were rarely used.According to the results obtained from the research, applications for music theory and hearing education, applications for instrument education and applications that include instruments for music performance were mostly used for professional development. It was found that applications for writing notes were mostly used for homework. Applications for listening/watching music, recording / mixing stage and chorus/singing applications were mostly used for entertainment purposes.The results of the study showed that music teacher candidates were less familiar with applications and software especially for the performance aspect of music. According to the results, it can be said that music teacher candidates do not know music applications and software adequately.
Highlights
As a common result of production and consumption, technological progress has accelerated and gained momentum in terms of its usage in all segments of society and in all aspects of life
It was aimed to determine whether music teacher candidates were aware of music applications and software, their frequency of use and purpose of use and whether they differ according to gender and present grade level in course variables
According to Table 13; applications for music theory and hearing education, applications for instrument education and applications including instruments for music performance were mostly used for professional development purposes; music notation applications were mostly used for homework; listening/watching music applications, recording/mixing stage applications and choir/singing applications were mostly used for entertainment purposes
Summary
As a common result of production and consumption, technological progress has accelerated and gained momentum in terms of its usage in all segments of society and in all aspects of life. Aksoy (2003) emphasized the need to review technology according to the organization and functioning of educational institutions, the method used in the educational process, and the content of education and, its effect on social sphere through education. As a result of the studies, it has become possible to use new methods and techniques in the learning process with technological tools and many innovations and arrangements have been made in the regulation of learning environments (Usta & Korkmaz, 2010). Common and effective use of generation information and communication technologies plays a key role in teacher education (Yükseltürk & Top, 2016)
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