Thesis (Ph. D.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed on Oct. 2, 2002). Thesis advisor: Patricia Davis-Wiley. Document formatted into pages (xi, 147 p. : ill.). Vita. Includes bibliographical references (p. 129-135).

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 146-152). Also available on the World Wide Web.

Thesis (Ph.D.)--Edith Cowan University, 2002. / Submitted to the Faculty of Communications, Health and Science. Includes bibliographical references.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005. / Bibliogr.: f. 158-164. Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D.)--University of Idaho, May 2006. / Major professor: John C. Davis. Abstract. Includes bibliographical references (leaves 154-174). Also available online in PDF format.

Thesis (Ph.D.)--Kent State University, 2005. / Advisors: Alicia R. Crowe, Shawn Fitzgerald. Keywords: teacher education; mobile computing; handheld computing; social studies education; attitudes. Includes survey instrument. Includes bibliographical references (leaves 102-128). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 181-190). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed.D.)-California State University San Marcos ; University of California, San Diego, 2010. / Abstract: leaves ix-xi. Committee members: Katherine Hayden (chair), Jennifer Jeffries, Alan Daly. Bibliography: leaves 184-190. Also issued online

This thesis examines how nine teachers in four New Zealand secondary schools are using digital technology in music education in order to gain a greater understanding of how it is used, why it is used and what constraints may exist that hinder implementation. This thesis contends that although there was evidence of considerable use of digital technology in the schools, particularly in composition activities, a range of factors are influencing the choices teachers are making as to how they are using it. Despite the potential digital technology may have to transform classroom activities in music education, usage, in most cases, remains fundamentally conservative and heavily informed by traditional Western art music practices. A multi-site case study approach guided this investigation. Initial descriptive numerical data were gathered from teacher and student questionnaires. Further data came from the semi-structured interviews with teachers and small groups of students in each of the four cases. Findings from the data showed that although the teachers participating in the study had a range of digital technology available to them and they made use of it on a regular basis, a range of factors influenced the choices they made when using it in their classrooms. Amongst this range of factors influencing the choices they made, the most important appeared to be the requirements of an external examination system that is remains informed by Western art music practices and in particular on the cognitive dimensions of analysis, harmony, music history, traditional aural skills and an understanding of music notation and theory. Even though there are specific references to a range of styles and genres in the mandated national curriculum, Western art music practices remain most important to most of the teachers. Findings from the student data showed that the students participating in this study appeared to have a high level of digital literacy and were able to use digital technology in both formal and informal learning situations. A number of the students also discussed and demonstrated their informal music learning skills in performance and composition activities. For these students, contemporary music practices are very important to them and if they do not receive the information they need at school they know how to access it using a range of digital devices in an informal learning environment. This thesis contends that to be a successful music educator in the 21st century, the ability to work with Western art music practices and contemporary music practices is becoming an increasingly important skill.