Abstract:

In our current society, Information and Communication Technologies (ICT) are elements that play an indisputable role in all fields. University education should take this reality into account, especially for future professionals who will be teachers of the new generations. From the educational point of view, the development of digital competence should be promoted, making it possible for teachers to be competent in this regard. Pre-service teacher education should include it into their curriculum. Programming and working contents that integrate digital competence, taking into account both the technological and didactic competence for its correct educational use, should be carried out in all subjects.

From 2012 until today the innovative experience presented in this document has sought to develop such digital competence in university students thanks to greater knowledge and appropriate use of new technologies. This knowledge, introduced in an optimal and critical way, can be applied by students in their future teaching work. In this sense, the objective has been to integrate, in the programming and in its implementation, the use of different devices and technological resources that serve as support to university musical teaching as well as educational model for these students, future teachers. It has been carried out with the students of the Degrees in Teaching in Early Childhood and Primary Education and the Master in Education of the Faculty of Education of the University of Zaragoza. The project has been applied in the specific musical subjects. In all the subjects the teachers have designed the corresponding programming and have implemented it in their classes. This implementation has been considered from a didactic sequencing in which students always start from the experience as receivers of the diverse resources, being strengthened later the didactic component. In this sense, students have gone from using ICT from the role of student to occupy the role of teacher, developing their technological and didactic competences.

In order to evaluate the results of the experience, two surveys have been carried out, one before beginning the subjects and another one at the end. The issues allow knowing important and relevant information of technological and didactic aspects. The pre-test shows that current college students are young people who still can not be considered as digital natives. They have not lived a technological education in the primary and secondary education received. However they are immersed in a technological society and will have to raise a digital education with their students, who will be native. In the musical subjects in this experience students have developed digital competences that allow them to use them effectively and efficiently in their future professional teaching activities. The analysis of the different data obtained shows the significantly positive results in students. They have developed a multiple digital competence, both in general and in specifically musical education, and in technological and didactic perspectives. It has meant the improvement of the quality of education offered at the University, highlighting the importance of developing digital competence in the future.

Keywords:

Musical ICT, University Education, Music Education, Pre-service teachers, Digital competence.