Design and Implementation Effects of the Professional Development Program of Information Technology Integrated into Instruction for Music Teachers

• Main Authors: Chih-Wei Hsu, 許芷葳
• Other Authors: Yuan-Mei Hsieh
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/gwhyz7

碩士 === 國立臺南大學 === 音樂學系碩士班 === 102 === This study aims at discussing the design and implementation effects of the professional development program focusing on information technology integrated into instruction for music teachers. Quasi experimental research and document analysis are adopted to explore the implementation of the professional development program which integrates the information technology into instruction for music teachers as well as to find out the learning conditions of the subjects participating in this study. Moreover, the teaching plans integrating information technology into instruction designed by the subjects of the study are examined so as to explore the use of IT-related materials and the approaches of integrating information technology into instruction. Finally, an analysis is made on the teaching plans of the subjects; and the results obtained from the analysis serve as the basis for further discussing the information literacy of the subjects who integrate information technology into music education. According to the results and discussions of this study, the conclusions are as follows: 1. The professional development programs for music teachers should be designed from the perspective of users and combine with discussions or examples demonstrating substantial teaching applications. Such design will be beneficial to promoting teachers’ willingness for on-site applications. 2. Cultivators’ effective demonstrations and guidance can promote and facilitate effective applications of software in classrooms at elementary schools and high schools. 3. Teachers mostly adopt a comprehensive teaching model while designing a program which integrates information technology into music instruction. They do not purely focus on music activities but integrate various music elements to achieve effective teaching in a classroom. 4. The courses relating to music creation designed by music teachers present the greatest diversity of information literacy. Teachers introduce complete and concrete instruction in music creation from a variety of appreciation perspectives. 5. Internet resources and self-prepared materials are interchangeably applied as teaching materials in a classroom when teachers integrate information technology into music instruction. Among self-prepared materials, presentation software is most commonly used. There is still some room for further improvement regarding the application of music-related software.