06/14/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Michael Testa on “Music Technology in the Classroom”.

Date: Thursday, June 24, 2021
Time: noon EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email Stacy_Szczesiul@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: Stacy Szczesiul, Ed.D. Associate Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Patricia Fontaine, Ed.D, Clinical Professor, College of Education, University of Massachusetts Lowell
  • Gena Greher, Ed.D., Professor, Music Education, University of Massachusetts Lowell

Abstract:

Today's students spend an unprecedented amount of time using technology in comparison to any other generation. With increased access to technology, music-making has changed for the 21st-century music student. How are music teachers then keeping up with the needs of today's technology-hungry music students, and how are they leveraging music technology in order to teach deeper musical concepts? This study aims to understand the gaps in preservice learning and professional development faced by educators trying to become expert music technology teachers. This study looks to gain insight from three expert music technology teachers on their pedagogical methods for delivering music education by utilizing the conceptual framework of Technological Pedagogical Content Knowledge (TPACK). This qualitative descriptive case study seeks to provide insight into how highly effective music technology teachers develop and deploy TPACK in the classroom. Data collection included semi-structured interviews, classroom observations, and artifacts such as lesson plans and rubrics. Through a modified two-cycle emergent coding methodology, this study identified findings showing that music teachers' preparation programs under prepare preservice educators in music technology skills and pedagogical technique. As a result, the burden falls on teachers to engage in self-initiated professional development to develop music technology expertise. This study raises questions about limited program funding and a misalignment between school offered professional development and teachers’ subject matter expertise. The findings from this study inform several implications for music teacher training, preservice program design, and administrative support.

Keywords: Music Technology, TPACK, Music Teacher Preparation, Music Teacher Professional Development.