<p>The aim in this thesis is to study what attitude music teachers in Sweden and New Zealand have towards Information and Communication Technology (ICT) in music education and obtain a better understanding of how<em> </em>their attitudes affect the way they use ICT in their teaching. Another intention is to discuss differences and similarities between the teachers´ preferences regarding this issue in the two different countries, and whether it has any effect on teaching. It's a qualitative study based on interviews with music teachers from both countries. Through the answers we can get an impression about how ICT is used in music education, how the curriculum is interpreted when it comes to use ICT in music education and how the teachers' attitudes towards ICT affect the music education. This thesis shows that teachers are positive towards ICT in music education but the attitude, knowledge and the way of using it differs, due to access to technology and different opinions about what is essential in music and what is pedagogical. It also shows that a personal interest in ICT on the teacher's behalf facilitates use and motivation of ICT in teaching. The curriculum is seen as a guideline by teachers in both Sweden and New Zealand. It appears that teachers in New Zealand use ICT more frequently and has wider definition about what ICT is.</p><p> </p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:umu-20562 |
| Date | January 2009 |
| Creators | Carlsson, Evelina |
| Publisher | Umeå University, Department of Creative Studies |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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