Technology in music education in the time of a pandemic

Abstract

This study investigates how general music classroom teachers reacted to and adapted to the sudden pedagogical change with the help of technology during the pandemic. One hundred and twenty two Australian music teachers responded to an online questionnaire, verbalizing their online teaching experiences concerning three aspects of teaching strategies and practice used to teach online: (a) what general music classrooms looked like, (b) how their experiences and beliefs were transformed during the pandemic, and (c) their confidence and preparation when teaching online. A convergent mixed methods design was employed in which quantitative and qualitative data were collected concurrently but analysed separately. The participants gave insights into challenges, positive experiences, and pedagogical transformation for online teaching. The respondents preferred inperson teaching to online teaching in most cases, although they adapted quickly to revise teaching strategies, curricular activities, and practice to meet the needs and conditions of students. They reported their ability to manage technology in music classrooms and discussed the limitations and strengths of online teaching. The most common issues were stress from loss of work-life balance and difficulties motivating students online. This research has implications for ongoing teacher development, the use of technology after a transition away from emergency online teaching, and support and leadership of music education in schools.