- Title
- Technology futures in Australian education
- Creator
- Beck, Gavin
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2022
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Technology futures in Australia see the uptake of digital culture learning in music education in both formal and informal settings. Music teachers are increasingly challenged by the best ways to implement and engage in quality teaching and learning as digital technology continues to evolve. Effective technology learning and teaching in Music has a role to play in preparing young Australians to live and work successfully in the twenty-first century. The challenges for teachers using technology for learning and teaching in Music carry significant pedagogical implications and professional development tensions. This thesis sought to answer the questions 'What are current music educators' pedagogical beliefs? How are they shifting as a consequence, of the uptake of digital technology? and What are implications for teacher development programs?' The research participants included music educators that teach years 5-10 music in Australian schools, focusing on the online arenas for teacher development that support their developing professionalism, in the area of Information Communication Technology (ICT). The inquiry brings together the theory and practice of both connective ethnographic and narrative métissage method to reveal the fluid spaces within the inquiry findings. The methods braid diverse, entangled viewpoints and experiences of the narrative voices lying beneath curriculum and educational policy, social media posts and interviews. Through the use of Membership Categorisation Analysis, data threads were mapped, braided and validated within and across the data analysis sets. It identified the fixed territories of music education that surround digital learning and the need for critical discussions around curriculum and teacher digital technological learning futures. The study uncovered significant themes in response to the research questions: the limitations of policy document provisions of CPD; the limitations of professional development opportunities online and how to increase the usefulness and access to online CPD that linked to the music industry. This study revealed the problematics of policy for technology futures music educator CPD. The gaps between teacher beliefs and the uptake of digital culture learning in music education. It recommends new way of looking at technology futures in music education which will involve commitment from governing bodies, professional development providers and music educators to ensure the uptake of digital culture learning in music education in a technology driven and information rich world.
- Subject
- technology futures; continuing professional development; digital learners; social media; teacher training; Australian curriculum; primary music education; secondary music education; government education policy; information and communication technology; digital learning
- Identifier
- http://hdl.handle.net/1959.13/1470454
- Identifier
- uon:48474
- Rights
- Copyright 2022 Gavin Beck
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 14 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 253 KB | Adobe Acrobat PDF | View Details Download |