The digital competence of teachers in music conservatories. A study of self-perception in Spain
DOI:
https://doi.org/10.7203/LEEME.44.15709Keywords:
Teacher Digital Competence, Music, Musicians, Conservatory Teachers, Technology in Education.
Abstract
In music conservatories make sparse use of educational technology. Music teachers claim a lack of time and training in this area. In addition, few studies are devoted to measuring and studying teachers' perception of their own Digital Competence (DC). The main objective of this study is to know the level of Digital Teaching Competence (CDD) self-perceived by the conservatory teachers in Spain. Specifically, this variable has been studied in relation to age, teaching experience, autonomous community, family of instrument, and gender. A quantitative, non-experimental study has been carried out by applying a teacher DC self-perception test, COMDID-A, to a sample of 364 conservatory teachers from Spain. The results indicate a low evaluation of the teacher DC of the same professors, especially for the two dimensions of curriculum and methodological didactics and relational ethics and safety (six items). The findings of this study show the low level of self-perception of teachers’ DC, especially among those with more years of teaching experience. This study can be a starting point for the implementation of ICT training programs for teachers, as well as to increase the quality of use of technological tools, increasingly present in music education institutions.
Author Biographies
Ramon Félix Palau Martín, Universitat Rovira i Virgili Grupo de Investigación ARGET
Profesor e investigador del Departamento de Pedagogía de la Universidad Rovira i Virgili de Tarragona.
Miembro del grupo de investigación ARGET
Mireia Usart, Grupo de investigación ARGET Unversitat Rovira i Virgili de Tarragona
Investigadora Postdoc del Departamento de Pedagogía de la Universidad Rovira i Virgili de Tarragona.
Miembro del grupo de investigación ARGET
María José Ucar Carnicero, Profesora interina de Conservatorio de Música pendiente de destino.
Interprete de trombón y profesora de conservatorio
References
Ayale, T. y Joo, J. (2019). The digital culture of students of pedagogy specialising in the humanities in Santiago de Chile. Computers & Education, 133, 1-12. doi: 10.1016/j.compedu.2019.01.002
Belló, J.M. (2012). Las Tecnologías de la Información y Comunicación en los conservatorios de Música de Galicia: análisis de los usos, actitudes y formación del profesorado (Doctoral dissertation, Tesis doctoral. Universidad de A Coruña).
Björk, F., Gudmundsdottir, G. y Hatlevik, O.E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. doi: 10.1080/02619768.2017.1416085
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
Colás, P. y Portero, G.H. (2014). Incidencia de la Formación del Profesorado en sus creencias sobre el valor de las TIC en la enseñanza de la Música. Educatio Siglo XXI, 32(3 noviembre), 51-74. doi:10.6018/j/210981
Díez, N. (2018). La formación en TIC de los pedagogos de música. Análisis de la situación en las Enseñanzas Superiores de Música. Revista Electrónica de LEEME, (42). doi: 10.7203/leeme.42.13067
Generalitat de Catalunya (2016). ENS/1356/2016, de 23 de maig, per la qual es dóna publicitat a la definició de la Competència digital docent, DOGC Núm. 7133. Recuperado de: http://dogc.gencat.cat/ca/
Generalitat de Catalunya (2018). Competència digital docent del professorat de Catalunya. Barcelona: Departamen d’Ensenyament. Recuperado de: http://ensenyament.gencat.cat/ca
Gisbert, M., González, J. y Esteve, F. (2016). Competencia digital y competencia digital docente: una panorámica sobre el estado de la cuestión. Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 74-83. doi: 10.6018/riite2016/257631
Hair, J.F., Black, W.C., Babin, B. J. y Anderson, R. E. 2010. Multivariate data analysis. London: Pearson.
Hall, R., Atkins, L. y Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project.
Hallam, S., Rogers, L. y Creech, A. (2008). Gender differences in musical instrument choice. International Journal of Music Education, 26(1), 7-19. doi:10.1177/0255761407085646
Hallam, S., Varvarigou, M., Creech, A., Papageorgi, I., Gomes, T., Lanipekun, J. y Rinta, T. (2017). Are there gender differences in instrumental music practice? Psychology of Music, 45(1), 116-130. doi:10.1177/0305735616650994
Hargittai, E. y Shafer, S. (2006). Differences in Actual and Perceived Online Skills: The Role of Gender. Social Science Quarterly, 87(2), 432-448. doi:10.1111/j.1540-6237.2006.00389.x
Krumsvik, R.J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279–290. doi: 10.1007/s10639-008-9069-5
Krumsvik, R.J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. doi: 10.1080/00313831.2012.726273
Lázaro J.L. y Gisbert, M. (2015). Elaboración de una rúbrica para evaluar la competencia digital del docente. UT. Revista de Ciències de l’Educació, 1, 30-47. doi: 0.17345/ute.2015.1.648
Lázaro, J.L., Usart, M. y Gisbert, M. (2019). Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers. Journal of New Approaches in Educational Research, 8(1), 73-78. doi:10.7821/naer.2019.1.370
Medina, R. (2015). El uso de las TIC en los centros superiores de música: un análisis desde la perspectiva del profesorado, del alumnado y de los recursos de las webs institucionales (Tesis doctoral). Universidad de Las Palmas de Gran Canaria, Las Palmas, España.
Redecker, C. y Punie, Y. (2017). Digital competence framework for educators (DigCompEdu). Brussels: European Union.
Richardson, J.T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147. doi: 10.1016/j.edurev.2010.12.001.
Roig, R., y García, I. (2014). Las TIC y el profesorado de música de los centros de educación secundaria de la provincia de Castellón. Didáctica, innovación y multimedia, 29, 1-14.
Salgado, C. (2019) Análisis de la autopercepción del nivel de competencia digital docente en la ciudad de Valls. (Trabajo final de máster) Universitat Rovira i Virgili. Tarragona, España.
Silva, J., Usart, M. y Lázaro-Cantabrana, J.L. (2019). Competencia digital docente en estudiantes de último año de Pedagogía de Chile y Uruguay. Comunicar, 27(61), 33-43. doi://doi.org/10.3916/C61-2019-03
Teo, T. (2008). Pre-service teachers attitudes towards computer use: A singapore survey. Australasian Journal of Education Technology, 24(4), 413-424. doi: 10.14742/ajet.1201
Tourón, J., Martín, D., Asencio, N., Pradas, S. y Íñigo V. (2018). Validación de constructo de un instrumento para medir la CDD de los profesores (CDD). Revista Española de Pedagogía, 76(269), 25-54. doi: 10.22550/rep76-1-2018-02
Wang, M.T. y Degol, J.L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational psychology review, 29(1), 119-140. doi: 0.1007/s10648-015-9355-x
Downloads
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information