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Design, implementation and evaluation of a music technology intervention based on TPACK and PBL in the initial formation of High-School music teachers

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Design, implementation and evaluation of a music technology intervention based on TPACK and PBL in the initial formation of High-School music teachers

dc.contributor.author	Tejada, Jesús
dc.contributor.author	Thayer-Ojeda, Tomás
dc.date.accessioned	2020-01-02T12:30:31Z
dc.date.available	2020-01-02T12:30:31Z
dc.date.issued	2019
dc.identifier.uri	https://hdl.handle.net/10550/72496
dc.description.abstract	Este artículo presenta una investigación que ha tratado de fortalecer la formacióntecnológica en la formación inicial docente del profesorado de educación musical enEducación Secundaria en una universidad chilena. A partir de la detección de un problemaformativo relacionado con los contenidos tecnológicos recibidos en una materia de lacarrera, se diseñó, se implementó y se evaluó una intervención docente a lo largo de unsemestre. El diseño de intervención tuvo en cuenta componentes de alfabetizacióntecnológica, una estrategia de aprendizaje basada en proyectos (ABP) y una metodología deintegración de contenidos disciplinares-tecnológicos-pedagógicos conocida como TPACK.Los productos de formación, objetos de los proyectos de trabajo, han sido materialesdidácticos aplicables en aula de Educación Media. Los datos recogidos muestran una buenarecepción y valoración del alumnado de los aspectos académicos de la asignatura: elalumnado asigna significado a la tecnología en su profesión, mejora su auto-percepciónsobre sus habilidades tecnológicas en situaciones de clase y percibe que la tecnología puedeayudar a consolidar su perfil profesional. This article presents a research that has tried to strengthen the technological formation in the initial teacher training of High-School music-education teachers in a Chilean university. Starting with the detection of a training problem related to the technological contents received in a subject of the career, a teaching intervention was designed, implemented and evaluated over a semester. The intervention design took into account technological literacy components, project-based learning strategy (ABP) and a methodology for integrating disciplinary-technological-pedagogical content known as TPACK. The training products, objects of the students' projects, have been teaching materials applicable in the High School music classroom. The results show a good reception and assessment of the subject by students, who assign meaning to technology in their profession, improve their self-perception of their technological skills in educational situations and perceive that technology can helps consolidate their professional profile.
dc.relation.ispartof	Revista Latinoamericana de Tecnología Educativa, 2019, vol. 18, num. 2, p. 9-30
dc.rights.uri	info:eu-repo/semantics/openAccess
dc.source	Tejada, Jesús Thayer-Ojeda, Tomás 2019 Design, implementation and evaluation of a music technology intervention based on TPACK and PBL in the initial formation of High-School music teachers Revista Latinoamericana de Tecnología Educativa 18 2 9 30
dc.subject	Música Ensenyament
dc.title	Design, implementation and evaluation of a music technology intervention based on TPACK and PBL in the initial formation of High-School music teachers
dc.type	info:eu-repo/semantics/article
dc.date.updated	2020-01-02T12:30:31Z
dc.identifier.doi	https://doi.org/10.17398/1695-288X.18.2.9
dc.identifier.idgrec	135488