What’s stopping you? Impediments to incorporating popular music technologies in schools | Intellect Skip to content
1981
Volume 4, Issue 2
  • ISSN: 2397-6721
  • E-ISSN: 2397-673X

Abstract

This study explores why music technologies are not more often used in school music programmes despite their wide accessibility in the private sector. We examine how four popular products are perceived by music teachers in Norwegian primary and lower secondary schools: and Skoog. Our study determines what participants see as impediments to using these specific products, as well as music technologies in general. Through analysis of interviews conducted within a clinical trial of technology products, four factors were identified as perceived impediments to product use in schools: and . Although expense is an especially prominent concern, we found that each factor can potentially prevent acquisition and incorporation of music technologies. Further, the influence of other agents besides the music teachers themselves is perceived as playing a vital role in this process, such as the school’s administration and characteristics of the local community.

Loading

Article metrics loading...

/content/journals/10.1386/jpme_00022_1
2020-07-01
2024-05-24
Loading full text...

Full text loading...

References

  1. Bauer, William. ( 2014), Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music, New York:: Oxford University Press;.
    [Google Scholar]
  2. Baumann, Shyon. ( 2007;), ‘ A general theory of artistic legitimation: How art worlds are like social movements. ’, Poetics: Journal of Empirical Research on Literature, Media and the Arts, 35:1, pp. 4765.
    [Google Scholar]
  3. Bergroth-Plur, U.. ( 2013;), ‘ Vikarposten: De estetiske fagene - en skjult gavepakke?. ’, https://laererraad.wordpress.com/2013/06/02/vikarposten-de-estetiske-fagene-en-skjult-gavepakke/ - more-2525. Accessed 1 June 2020.
  4. Bjermeland, M.. ( 2003;), ‘ Lærerne blir stadig eldre. ’, Verdens Gang, 18 November, https://www.vg.no/nyheter/innenriks/i/rLLzb8/laererne-blir-stadig-eldre. Accessed 1 June 2020.
    [Google Scholar]
  5. Boghosian, Heidi. ( 2013), Spying on Democracy: Government Surveillance, Corporate Power, and Public Resistance, San Francisco, CA:: City Lights Books;.
    [Google Scholar]
  6. Brown, Andrew R.. ( 2007), Computers in Music Education: Amplifying Musicality, New York:: Routledge;.
    [Google Scholar]
  7. Chen, Jason C. W.. ( 2019;), ‘ Mobile composing: Professional practices and impact on students’ motivation in popular music. ’, International Journal of Music Education, 38:1, pp. 14758.
    [Google Scholar]
  8. Chrysostomou, Smaragda. ( 2017;), ‘ Technology in the music classroom: Navigating through a dense forest. ’, in S. A. Ruthmann, and R. Mantie. (eds), The Oxford Handbook of Technology and Music Education, New York:: Oxford University Press;, p. 105.
    [Google Scholar]
  9. Creswell, John W., and Creswell, J. David. ( 2018), Research Design: Qualitative, Quantitative and Mixed Methods Approaches, , 5th ed.., Los Angeles, CA:: Sage;.
    [Google Scholar]
  10. Creswell, John W., and Poth, Cheryl N.. ( 2018), Qualitative Inquiry and Research Design: Choosing Among Five Approaches, , 4th ed., international student ed.., Thousand Oaks, CA:: Sage;.
    [Google Scholar]
  11. Cultural Rucksack ( n.d.;), ‘ Lyderia info page. ’, 2 June 2020, http://www.lyderia.info/. Accessed 1 June 2020.
  12. Gouzouasis, Peter. ( 2005;), ‘ Fluency in general music and arts technologies: Is the future of music a garage band mentality?. ’, Action, Criticism, and Theory in Music Education, 4:2, http://act.maydaygroup.org/articles/Gouzouasis4_2.pdf. Accessed 1 June 2020.
    [Google Scholar]
  13. Haning, Marshall. ( 2015;), ‘ Are they ready to teach with technology? An investigation of technology instruction in music teacher education programs. ’, Journal of Music Teacher Education, 25:3, pp. 7890.
    [Google Scholar]
  14. Havre, Sigrid Jordal,, Väkevä, Lauri,, Christophersen, Catharina, and Haugland, Egil. ( 2019;), ‘ Playing to learn or learning to play?: Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. ’, British Journal of Music Education, 36:1, pp. 2132.
    [Google Scholar]
  15. Hebert, David G.. ( 2009;), ‘ Musicianship, musical identity, and meaning as embodied practice. ’, in T. A. Regelski, and J. T. Gates. (eds), Music Education for Changing Times: Guiding Visions for Practice, New York:: Springer;, pp. 3955.
    [Google Scholar]
  16. Hebert, David G.. ( 2016;), ‘ Technology and arts education policy: Editorial introduction. ’, Arts Education Policy Review, 117:3, pp. 14145.
    [Google Scholar]
  17. Hebert, David G.,, Abramo, Joseph, and Smith, Gareth Dylan. ( 2017;), ‘ Epistemological and sociological issues in popular music education. ’, in G. D. Smith,, Z. Moir,, M. Brennan,, S. Rambarran, and P. Kirkman. (eds), Routledge Research Companion to Popular Music Education, New York:: Routledge;, pp. 45177.
    [Google Scholar]
  18. Hebert, David G., and Hauge, Torunn Bakken. (eds) ( 2019), Advancing Music Education in Northern Europe, New York:: Routledge;.
    [Google Scholar]
  19. Hebert, David G., and Heimonen, Marja. ( 2013;), ‘ Public policy and music education in Norway and Finland. ’, Arts Education Policy Review, 114:3, pp. 13548.
    [Google Scholar]
  20. Hebert, David G., and Rykowski, Mykolaj. ( 2018), Music Glocalization: Heritage and Innovation in a Digital Age, Newcastle:: Cambridge Scholars Press;.
    [Google Scholar]
  21. Hebert, David G., and Williams, Sean. ( 2020;), ‘ Ethnomusicology, music education, and the power and limitations of social media. ’, in J. Waldron,, S. Horsley, and K. Veblen. (eds), Oxford Handbook of Social Media and Music Learning, New York:: Oxford University Press;, n.pag.
    [Google Scholar]
  22. Himonides, Evangelos. ( 2012;), ‘ The misunderstanding of music-technology: A meta perspective. ’, in G. E. McPherson, and G. F. Welch. (eds), The Oxford Handbook of Music Education, vol. 2, New York:: Oxford University Press;, pp. 43356.
    [Google Scholar]
  23. Husby, Bard V., and Hebert, David G.. ( 2019;), ‘ Integrated learning of music and science: Reception of Björk’s Biophilia project in the Nordic countries. ’, in D. G. Hebert, and T. B. Hauge. (eds), Advancing Music Education in Northern Europe, New York:: Routledge;, pp. 22246.
    [Google Scholar]
  24. Jansen, K.. ( 2018a;), ‘ Her er Google på vei inn i klasserommet, rektor er kritisk. ’, Bergens Tidende, 14 August, https://www.bt.no/nyheter/i/zLjb7q/Her-er-Google-pa-vei-inn-i-klasserommet_-rektor-er-kritisk. Accessed 2 June 2020.
    [Google Scholar]
  25. Jansen, K.. ( 2018b;), ‘ Professor advarer mot Google i skolen. ’, Bergens Tidende, 3 October, https://www.bt.no/nyheter/lokalt/i/1k9bpW/Professor-advarer-mot-Google-i-skolen. Accessed 2 June 2020.
    [Google Scholar]
  26. Juchniewicz, Jay. ( 2015;), ‘ An examination of music teacher job interview questions. ’, Journal of Music Teacher Education, 26:1, pp. 5668.
    [Google Scholar]
  27. Kalsnes, S.. ( 2005;), ‘ Kunstfaglige utfordringer i morgendagens skole – variasjoner over et tema. ’, Norsk Pedagogisk Tidsskrift, 89:4, pp. 289300.
    [Google Scholar]
  28. Lagerstrøm, B. O.,, Moafi, H., and Revold, M. K.. ( 2014), Kompetanseprofil i grunnskolen. Hovedresultater 2014/2014 (Rapporter 2014/30) , Oslo:: Statistics Norway (SSB);, 23 September, https://www.ssb.no/utdanning/artikler-og-publikasjoner/kompetanseprofil-i-grunnskolen?fane=om-content. Accessed 2 June 2020.
    [Google Scholar]
  29. Li, M. S.. ( 2013;), ‘ Keeping up with Moore’s Law. ’, Dartmouth Undergraduate Journal of Science, , Spring 2013 – 15th Anniversary ed..
    [Google Scholar]
  30. Lincoln, Y. S., and Guba, E. G.. ( 1985), Naturalistic Inquiry, Beverly Hills, CA:: Sage;.
    [Google Scholar]
  31. Ministry of Education and Research ( 2015), Endringer i opplæringslova og privatskolelove (krav om relevant kompetanse i undervisninsfag m.m.) (Prop. 82 L [2014–2015]), 27 March , https://www.regjeringen.no/no/dokumenter/prop.-82-l-2014-2015/id2402777/. Accessed 2 June 2020.
    [Google Scholar]
  32. Norwegian Directorate for Education and Training ( 2012), Framework for Basic Skills, Oslo:: Norwegian Directorate for Training;, https://www.udir.no/contentassets/fd2d6bfbf2364e1c98b73e030119bd38/framework_for_basic_skills.pdf. Accessed 1 June 2020.
    [Google Scholar]
  33. NOU ( 1996;), ‘ Lærerutdanning – Mellom krav og ideal. ’, 16 September, https://www.regjeringen.no/no/dokumenter/nou-1996-22/id140669/sec1. Accessed 2 June 2020.
  34. NOU ( 2013;), ‘ Hindre for digital verdiskaping. ’, 7 January, https://www.regjeringen.no/no/dokumenter/nou-2013-2/id711002/sec2?q=hindre%20for%20digital%20verdi - match_0. Accessed 2 June 2020.
  35. NOU ( 2014;), ‘ Elevenes læring i fremtidens skole – Et kunnskapsgrunnlag. ’, 3 September, https://www.regjeringen.no/no/dokumenter/NOU-2014-7/id766593/sec1. Accessed 2 June 2020.
  36. NOU ( 2015;), ‘ Fremtidens skole – Fornyelse av fag og kompetanser. ’, 15 June, https://www.regjeringen.no/no/dokumenter/nou-2015-8/id2417001/. Accessed 2 June 2020.
  37. NOU ( 2018;), ‘ Fremtidige kompetansebehov I – Kunnskapsgrunnlaget. ’, 31 January, https://www.regjeringen.no/no/dokumenter/nou-2018-2/id2588070/sec1. Accessed 2 June 2020.
  38. Partti, Heidi. ( 2017;), ‘ Building a broad view of technology in music teacher education. ’, in S. A. Ruthmann, and R. Mantie. (eds), The Oxford Handbook of Technology and Music Education, New York:: Oxford Press;, p. 123.
    [Google Scholar]
  39. Pignato, Joseph M.. ( 2017;), ‘ Pondering an end to technology in music education. ’, in S. A. Ruthmann, and R. Mantie. (eds), The Oxford Handbook of Technology and Music Education, New York:: Oxford Press;, p. 137.
    [Google Scholar]
  40. Purves, Ross. ( 2012;), ‘ Technology and the educator. ’, in G. E. McPherson, and G. F. Welch. (eds), The Oxford Handbook of Music Education, vol. 2, Oxford:: Oxford University Press;, pp. 45775.
    [Google Scholar]
  41. Rodriguez, Ruben C.. ( 2019;), ‘ Rocksmith all night: Technology-mediated guitar learning in an online affinity space. ’, Ph.D. dissertation, San Antonio, TX:: University of Texas;.
    [Google Scholar]
  42. Ruthmann, S. Alex, and Dillon, Steven C.. ( 2018;), ‘ Technology in the lives and schools of adolescents. ’, in G. McPherson, and G. Welch. (eds), Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, vol. 2, Oxford:: Oxford University Press;, pp. 52947.
    [Google Scholar]
  43. Ruthmann, S. Alex, and Hebert, David G.. ( 2012;), ‘ Music learning and new media in virtual and online environments. ’, in G. E. McPherson, and G. F. Welch. (eds), The Oxford Handbook of Music Education, vol. 2, Oxford:: Oxford Univsersity Press;, pp. 567583.
    [Google Scholar]
  44. Ruthmann, S. Alex, and Mantie, Roger. ( 2017), The Oxford Handbook of Technology and Music Education, New York:: Oxford University Press;.
    [Google Scholar]
  45. Sabet, S. E.. ( 2018;), ‘ Study in mobile music technology: High school students composing with GarageBand for iPad. ’, unpublished doctoral dissertation, Rutgers University.
    [Google Scholar]
  46. Savage, Jonathan. ( 2012;), ‘ Driving forward technology’s imprint on music education. ’, in G. E. McPherson, and G. F. Welch. (eds), The Oxford Handbook of Music Education, vol. 2, Oxford:: Oxford University Press;, pp. 492511.
    [Google Scholar]
  47. Solholm, K. S.. ( 2016;), ‘ Utgifter til utdanning i Norge. ’, 5 December, https://www.ssb.no/nasjonalregnskap-og-konjunkturer/artikler-og-publikasjoner/utgifter-til-utdanning-i-norge. Accessed 2 June 2020.
  48. Svetlik, J.. ( 2015;), ‘ Skoog 2.0 is a magical music cube. ’, 21 January, https://www.trustedreviews.com/news/skoog-2-0-is-a-magical-music-cube-2922101. Accessed 2 June 2020.
  49. Tobias, Evan S.. ( 2012;), ‘ Let’s play! Learning music through video games and virtual worlds. ’, in G. E. McPherson, and G. F. Welch. (eds), The Oxford Handbook of Music Education, vol. 2, Oxford:: Oxford University Press;, pp. 53148.
    [Google Scholar]
  50. Trowler, Paul,, Saunders, Murray, and Bamber, Veronica. (eds) ( 2012), Tribes and Territories in the Twenty-First Century: Rethinking the Significance of Disciplines in Higher Education, London:: Routledge;.
    [Google Scholar]
  51. Väkevä, Lauri. ( 2010;), ‘ Garage band or GarageBand: Remixing musical futures. ’, British Journal of Music Education, 27:1, pp. 5970.
    [Google Scholar]
  52. Vinge, John. ( 2010;), ‘ Digitale Verktøy og Digital Kompetanse i Musikkfaget. ’, in J. H. Sætre, and G. Salvesen. (eds), Allmenn Musikkundervisning, Oslo:: Gyldendal Akademisk;, pp. 26481.
    [Google Scholar]
  53. Brudvik, Sondre, and Hebert, David G.. ( 2020;), ‘ What’s stopping you? Impediments to incorporating popular music technologies in schools. ’, Journal of Popular Music Education, 4:2, pp. 135152, doi: https://doi.org/10.1386/jpme_00022_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/jpme_00022_1
Loading
/content/journals/10.1386/jpme_00022_1
Loading

Data & Media loading...

  • Article Type: Article
Keyword(s): attitude; GarageBand; Norway; Rocksmith; Skoog; Soundation; technology
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error