Abstract:

The musical education of students in the degree in Early Childhood Education should consider the four perspectives of knowledge: perception (know), expression (skills), creativity (how to be) and communication (poise). On the other hand, represent valuable tools as support for improving teaching practice the attendance of ICT in all aspects of undergraduate education (organizational, curricular and methodological).

The aim of this paper is to analyze what kind of musical learning experiences have been benefited by the use of digital applications, managed with different levels of Bloom's Taxonomy for the digital age (create, evaluate, analyze, apply, understand and remember) as well as knowing what have meant a positive contribution to the learning outcomes.

From a methodological experience based on Project-Based Learning (PBL), students have developed different educational proposals in order to meet educational resources and procedures for listening, performing and musical creation. Within the paradigm for a mixed research method two instruments were used: a) the documentary analysis of student learning portfolios b) a questionnaire to determine the type of ICT tools used. The results obtained suggest a clear positive trend for use both the ability and usability tools for the musical perceptual learning (understand and remember) and so this can be understood as strength. On the contrary, there is little permeability using applications for creative music support, this situation can be deducted as a weakness. However, deployment of resources and the creation of web environments by students, according to the different learning experiences carried out during the development of both individual and group work, has clearly encouraged autonomous learning in relation the use of the applications used.

Keywords:

Musical training, Information and Communication Technologies (ICT), Digital applications, Bloom's taxonomy, Learning experiences, Project-Based Learning (PBL), Portfolios, Usability, Autonomous learning.