Design, implementation and evaluation of a music-technology intervention based on TPACK and PBL in the initial formation of High-School music teachers
DOI:
https://doi.org/10.17398/1695-288X.18.2.9Keywords:
Music Education, Information and Communication Technologies, Project-Based Learning, Collaborative Learning, Initial Teacher TrainingAbstract
This article presents a research that has tried to strengthen the technological formation in the initial teacher training of High-School music-education teachers in a Chilean university. Starting with the detection of a training problem related to the technological contents received in a subject of the career, a teaching intervention was designed, implemented and evaluated over a semester. The intervention design took into account technological literacy components, project-based learning strategy (ABP) and a methodology for integrating disciplinary-technological-pedagogical content known as TPACK. The training products, objects of the students’ projects, have been teaching materials applicable in the High School music classroom. The results show a good reception and assessment of the subject by students, who assign meaning to technology in their profession, improve their self-perception of their technological skills in educational situations and perceive that technology can helps consolidate their professional profile.
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