Abstract:

In the realms of Information and Communication, technology waits for no man. Although most Teaching Institutions now have the necessary infrastructure to adapt their syllabus to the demands of new technology, a lack of preparation on the part of the staff to teach via the new media leads to a failure to adapt, marked discrepancies in performance and frustration on the part of teachers.

There is a need to develop teaching and learning processes that may be applied to ICT, to modify teaching models and methodology and to unite universities and schools in a commitment to reformulate it towards the “educational 2.0” [1, 2, 3, 4]. The aim of this research is to give the teacher access to technological tools based on free software programmes and achieve best practice ICT in the Music classroom. This project began during the 2013-14 course at the Faculty of Learning Sciences of the University of Cadiz (UCA), and its basic objective is to achieve musical literacy among undergraduates studying a Degree in Pre-school and Primary Teaching using free software programmes. Each year the students use these computer tools in the Music classroom, creating through a spiral/cycle of planning, action, observation and reflection [5].

Our results indicate that the use of ICT in learning music promotes the process of building and rebuilding knowledge in a new interactive climate of cooperation, while eliminating spatial and temporal barriers. It affords the opportunity of creating virtual -learning communities, increases the motivation, concentration and understanding of the student and ultimately enhances the development of students’ musical and IT skills [6].

This article details the results of the experiment carried out during the current school year with students studying for a Degree in Pre-school and Primary Teaching at the University of Cadiz, making use of free software to facilitate music learning in the classroom.

References:
[1] M. Area, M.T. Ribeiro, “De lo sólido a lo líquido: Las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0” [From Solid to Liquid: New Literacies to the Cultural Changes of Web 2.0]. Comunicar, vol. 38, pp. 13-20, 2012. https://doi.org/10.3916/C38-2012-02-01
[2] J. Barroso, J. Cabero, A. I. Vázquez, “Formación desde la perspectiva de los entornos personales de aprendizaje”. Apertura. Revista de Innovación educativa, vol. 4, 2012.
[3] A. Bustos, C. Coll, “Los entornos virtuales como espacios de enseñanza y aprendizaje. Una perspectiva psicoeducativa para su caracterización y análisis”. Revista Mexicana de Investigación Educativa, vol. 15, nº 44, 2010.
[4] De Pablos, J. (coord.) “Tecnología educativa. La formación del profesorado en la era de Internet”. Málaga: Aljibe, 2009.
[5] S. Kemmis, R. McTaggart, 2Cómo planificar la investigación-acción”, Laertes, 1988.
[6] D. Caldevilla, C. González, “Herramienta Educativa «MOS» y las TIC. Técnica en pro de la Innovación Educativa”. Etic@net, vol. 9, nº 10, 2011.

Keywords:

ICT, Music, Education, Social Sciences.