Music teacher's use of technologies in teaching in state-funded schools in Catalonia
Masdeu Yélamos, Eduard
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The arrival of technology in music classrooms opened up a whole new horizon of opportunities. Music teachers have at their disposal a pedagogic resource that can be used as much for learning about technology as learning with technology. In this article, we present a part of the results derived from
a research project on the digitalisation of music classrooms in state-funded schools in Catalonia. A survey was produced to set out the current state of incorporation of technologies in music classrooms in Catalan schools. The questionnaire was sent to 1,371 schools, of which 35.1% responded. The results are focused on music teacher's use of educational technology in music classrooms, of which we would highlight that only 49,5% of teachers use technology resources in teaching every day; the ICT equipment most frequently used by music teachers is for generic technology rather than specific music educational technology; and the use of technologies in music education processes is focussed mainly on activities in which the teacher defines and controls the learning environment.