Abstract:

The educational laws that regulate teaching in the obligatory cycles of Primary Education (pupils from six to twelve years old) indicate according to Royal decree (1513/2006 of July 7) that the use of technological resources must be established in all the areas of knowledge. From this regulation and parallel to the development of the virtual means, the class of music in many schools, as well as the activities and contents that the teacher entrusts the pupils for not school schedule, are realized by known as edublogs.
Understood as a way to support the process of teaching-learning and considering that the education must not be centred only in the acquisition of knowledge but in the constant personal formation, the edublogs are formed as a necessary complement to other ways of information and knowledge. A priori, the educational possibilities that these ones provide are determined by their simple use, the possibility of doing periodic entries, the profit of their systematization and their permanent links, as well as the interactivity that they provide among the pupils.
But, in musical education is it viable the use of this type of material? The learning of musical contents that traditionally have needed the teacher to be fully assimilated, will they be able to be included and learned in and through these new formats? From a research based on the observation and analysis of a concrete case of using of edublogs in the classroom of music, it is tried to establish which are the advantages and needs of this tool of work that becomes, for some, in not only obligatory but necessary and indispensable.

Keywords:

Music, Primary Education, technological resources.