Abstract:

Chile has sought to strengthen initial teacher education (ITE) by promoting the establishment of pedagogical and disciplinary standards aimed at training didactically competent teachers with a deep mastery of their field (Mineduc, 2012). Chávez (2014) illustrates that music education instructors in Chile have not been able to overcome the behaviorist stage of this approach’s application, in contrast with certain pedagogical standards (CPEIP, 2021) that include the integration of ICT competencies as a requirement in the pedagogical training of prospective music education teachers.

This problem, widely reported in specialized literature and evidencing the scarce use of technology in classrooms of educational centers (Dussel, 2017), prompted the objective of validating a pedagogical model through the design of a pedagogical plan based on three axes:
1) technological literacy;
2) project- and collaborative work-based learning; and
3) the use of the TPACK framework for the integration of technological, pedagogical and disciplinary contents (Mishra, P. and Koehler, M. 2006) with the objective of strengthening the technological training of ITE students through three cycles of the action research (AR) spiral, implemented through three consecutive cohorts: 2018, 2019 and 2020, (n = 73).

The need to address technological literacy, as part of the AR process, was considered on the basis that young people overestimate their ability to read and evaluate information online due to their positive self-perception by engaging in social media and video games (Larson, Forzani, & Leu, 2018). These considerations have relativized Prensky's (2001) concept of digital natives, which is confirmed by the works of Ainley (2018), Helsper and Eynon (2010), and Kirschner and de Bruyckere (2017). This lack of digital competencies was reflected in the 2018 International Computer and Information Literacy Study (ICILS), also applied in Chile, which shows results below the threshold of non-achievement of digital competence.

The technological imaginary was determined through the analysis of data from an assessment collected from two conversation groups with students who were in the process of graduating from the degree program and from a questionnaire that sought to determine the level of proficiency and theoretical-practical knowledge in the use and/or integration of ICT of students who were beginning their musical training (n=87). These results were contrasted with the results of self-evaluation reports and conversation groups with students who participated in the intervention process, applying an inductive analysis in which significant units were segmented to determine codes and categories that could provide information about the pedagogical integration of technology contents with musical and pedagogical knowledge, and opinions about the learning process during the intervention.

The results show opinions that reflect met expectations by almost all participants, expressed with terms within a positive semantic field: “surprising,” “gratifying,” “motivating,” “autonomy,” and other similar ones.

Keywords:

Music education, TPACK, intervention design, initial teachers' formation.