A study of the use of technology applications by Texas music educators and the relevance to undergraduate music education curriculum

The purpose of this research was to identify the role of technology in K--12 music classrooms and to determine the applications in instructional technology for preservice music education majors. The study was limited to a survey of members of the Texas Music Educators Association (TMEA) and a survey of Texas universities and colleges offering baccalaureate degrees in music education. Respondents of the TMEA survey identified the technology applications being used as instructional tools by music teachers in K--12 classrooms in Texas and the extent of technological education of Texas K--12 music teachers. The purpose of the survey of Texas universities and colleges was to determine the scope of requirements and suggestions of technological applications for undergraduate music education majors. The response rate of the TMEA survey was 57.9% and the response rate of the university survey was 55%. The data from both surveys were a census of information and results were tabulated with frequency counts and percentages. Results of the surveys, combined with suggestions from related research, were combined to rank eleven technology applications to be included in the undergraduate music education curriculum. Non-music technology applications were ranked high in the list. The findings of the study were evaluated for appropriateness of learning activities by a panel of general education and music education experts. The panel agreed that the eleven topics should be included in the undergraduate music education curriculum but did not agree on the order of importance for inclusion. The diversity of the replies to the university survey, of the evaluation of the recommendations of this survey by a panel of experts, and of the research by music educators are indicative of the lack of consensus regarding the content of technology education and its place in the existing music education curriculum.