Investigating TPCK through Music Focusing on Affect

Autor/inn/en	Macrides, Elena; Angeli, Charoula
Titel	Investigating TPCK through Music Focusing on Affect
Quelle	In: International Journal of Information and Learning Technology, 35 (2018) 3, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-08-2017-0081
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Music Education; Technology Integration; Instructional Development; Affective Behavior + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Musikerziehung; Teaching improvement; Unterrichtsentwicklung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Purpose: The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK or TPACK), the importance of affect in instructional design. Design/methodology/approach: The authors reviewed relevant literature related to the fields of music education, instructional design, and technology integration. Accordingly, they developed guidelines for designing technology-enhanced learning for the activities of music composition and listening. Findings: The authors propose a set of design principles based on the TPCK framework through the subject matter of music focusing on the affective domain, and identify interrelations among musical content, emotions, and technology. The design guidelines were tested in an empirical investigation and the results showed statistically significant differences between the control and the experimental groups in favor of the experimental group. Research limitations/implications: Further investigation is necessary to test the effectiveness of the proposed design principles. Including affect in the design process is a complicated and mostly unchartered area, and, thus, further research toward this direction is fully justified. Practical implications: The research has practical significance, addressing a gap in the field of music education, as it provides teachers with explicit guidance about how to design music lessons with technology while incorporating affect. Originality/value: The study extends the theoretical framework of TPCK to a design framework and proposes instructional design guidelines that address both the cognitive and the affective domains of learning, a focus that is currently missing from the existing TPCK or TPACK literature as well as the music education literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01