The aim of this study is to explore how different music teachers perceive and approach the use of AI in music education in primary schools. Previous research on AI has shown that AI has potential and opportunities in education, but also discusses the risks related to policy, ethics and responsibility in its use. Previous research also indicates that teachers' attitudes and perceptions of AI are influenced by their views on the technology's reliability, ease of use and their competence. The study is based on phenomenography as a theoretical framework. Data collection was conducted through semi-structured interviews with six active music teachers in Kronoberg County. The result shows the variation of music teachers' perceptions and approaches. The music teachers have an open attitude towards AI, while there is caution when using it. Some see AI as complicated to understand, while others see it as a useful tool for both teachers and students in education. The knowledge about AI varied and comes from the internet, news, articles and conversations. Some of the teachers have tested or started to introduce AI in music teaching to a limited extent. Among the teachers' perceptions, there was agreement that the biggest risk is that students use AI to generate texts and state that they have written them themselves. The results also show variation in the perceptions of the possibility that AI can be a support in music teaching. The music teachers also experienced a need for education about and in AI, which can lead to a good use of the tool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-131045 |
| Date | January 2024 |
| Creators | von Zweigbergk, Sindy |
| Publisher | Linnéuniversitetet, Institutionen för musik och bild (MB) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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