Redefining the Musical Landscape : Inspired Learning and Innovation in Music Education

Hughes, D; Keith, S; Morrow, G; Evans, MS; Crowdy, D

Redefining the Musical Landscape : Inspired Learning and Innovation in Music Education

Hughes, D Keith, S Morrow, G Evans, MS

Crowdy, D

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Publisher:: Informit
Publication Type:: Conference Proceeding
Citation:: 2013
Issue Date:: 2013-12-01

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Field	Value	Language
dc.contributor.author	Hughes, D	en_US
dc.contributor.author	Keith, S	en_US
dc.contributor.author	Morrow, G	en_US
dc.contributor.author	Evans, MS https://orcid.org/0000-0003-4654-8605	en_US
dc.contributor.author	Crowdy, D	en_US
dc.date	2013-09-29	en_US
dc.date.issued	2013-12-01	en_US
dc.identifier.citation	2013	en_US
dc.identifier.isbn	9780980379235	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120774
dc.description.abstract	This paper reports on undergraduate music students’ written responses (n=51) to technology use within their university coursework requirements. The students reported a desire to control their own learning when it came to reflecting on how well the technology assisted the development of their understanding. The students’ reflections centered on their technology use and how, as digital natives, they are not as technologically ‘savvy’ and ‘confident’ as might be often assumed. What came through strongly in their comments was how reflective practice can benefit their learning and steer them away from what they consider to be the constraints of technology. The discussion put forward in this paper is relevant to the conference theme of Redefining the musical landscape: inspired learning and innovation in music education in that it reports students’ call for an understanding of their technology needs. As music educators, we need to focus on listening to our students’ learning needs so that we can continue with developing innovation, but not assuming that they are all technologically literate.	en_US
dc.publisher	Informit	en_US
dc.relation.ispartof	Australian Society for Music Education National Conference	en_US
dc.title	Redefining the Musical Landscape : Inspired Learning and Innovation in Music Education	en_US
dc.type	Conference Proceeding
utslib.location.activity	Canberra, ACT	en_US
utslib.for	2001 Communication and Media Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2013-10-01	en_US
pubs.start-date	2013-09-29	en_US

Abstract:

This paper reports on undergraduate music students’ written responses (n=51) to technology use within their university coursework requirements. The students reported a desire to control their own learning when it came to reflecting on how well the technology assisted the development of their understanding. The students’ reflections centered on their technology use and how, as digital natives, they are not as technologically ‘savvy’ and ‘confident’ as might be often assumed. What came through strongly in their comments was how reflective practice can benefit their learning and steer them away from what they consider to be the constraints of technology. The discussion put forward in this paper is relevant to the conference theme of Redefining the musical landscape: inspired learning and innovation in music education in that it reports students’ call for an understanding of their technology needs. As music educators, we need to focus on listening to our students’ learning needs so that we can continue with developing innovation, but not assuming that they are all technologically literate.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/120774