77
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Innovations and illustrations of digital teaching practice in Australia during the pandemic: variations on a theme

ORCID Icon & ORCID Icon
Received 31 Mar 2022, Accepted 11 Sep 2023, Published online: 05 Apr 2024

References

  • ACARA. (2022). About us. https://www.acara.edu.au/about-us
  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 1–13. https://doi.org/10.1080/10494820.2020.1813180
  • AITSL. (2022). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards
  • Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. WEI international European academic conference proceedings, Zagreb, Croatia.
  • Almqvist, C. F. (2019). Thinking, being, teaching and learning with Spotify: Aspects of existential and essential musical bildung through listening in the classroom. Journal of Music, Technology & Education, 12(3), 279–296. https://doi.org/10.1386/jmte_00011_1
  • Barrett, J. R. (2007). The researcher as instrument: Learning to conduct qualitative research through analyzing and interpreting a choral rehearsal. Music Education Research, 9(3), 417–433. https://doi.org/10.1080/14613800701587795
  • Bautista, A., Tan, C., Wong, J., & Conway, C. (2019). The role of classroom video in music teacher research: A review of the literature. Music Education Research, 21(4), 331–343. https://doi.org/10.1080/14613808.2019.1632278
  • Beetham, H., & White, D. (2013). Students’ expectations and experiences of the digital environment. Co-designed by JISC, RLUK, RUGIT, SCONUL and UCISA.
  • Benade, L. (2015). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42–54. https://doi.org/10.1080/23265507.2014.998159
  • Benjamins, L., Roland, S. L., & Bylica, K. (2021). The complexities of meaningful experiential learning: Exploring reflective practice in music performance studies. International Journal of Music Education, 40(2), 163–176. https://doi.org/10.1177/02557614211043224
  • Blasco, P. G., Moreto, G., Blasco, M. G., Levites, M. R., & Janaudis, M. A. (2015). Education through movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 11(1), n1. https://doi.org/10.21977/D911122357
  • Brace, I. (2018). Questionnaire design: How to plan, structure and write survey material for effective market research. Kogan Page Publishers.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Calderón-Garrido, D., & Gustems-Carnicer, J. (2021). Adaptations of music education in primary and secondary school due to COVID-19: The experience in Spain. Music Education Research, 23(2), 139–150. https://doi.org/10.1080/14613808.2021.1902488
  • Carey, G., Harrison, S., & Dwyer, R. (2017). Encouraging reflective practice in conservatoire students: A pathway to autonomous learning? Music Education Research, 19(1), 99–110. https://doi.org/10.1080/14613808.2016.1238060
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
  • Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers & Education, 157, 103966. https://doi.org/10.1016/j.compedu.2020.103966
  • Cayari, C. (2018). Connecting music education and virtual performance practices from YouTube. Music Education Research, 20(3), 360–376. https://doi.org/10.1080/14613808.2017.1383374
  • Chen, M. R. A., Hwang, G. J., & Chang, Y. Y. (2019). A reflective thinking‐promoting approach to enhancing graduate students’ flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288–2307. https://doi.org/10.1111/bjet.12823
  • Child, T. L. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, 4(5), 341. https://doi.org/10.1016/S2352-4642(20)30105-X
  • Chrysostomou, S., & Triantafyllaki, A. (2020). Transitioning to online music teacher education: Challenges and opportunities for knowledge development. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mauza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 443–448–12). Association for the Advancement of Computing in Education.
  • Cohen, L., Morrison, K., & Manion, L. (2017). Research methods in education. Routledge.
  • Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: Blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
  • Davidsen, J., & Georgsen, M. (2010). ICT as a tool for collaboration in the classroom – Challenges and lessons learned. Designs for Learning, 3(1–2), 54. https://doi.org/10.16993/dfl.29
  • de Bruin, L. R., & Merrick, B. (2023). Creative pedagogies with technology: Future proofing teaching training in music. In D. Henriksen & P. Mishra (Eds.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 143–157). Springer. https://link.springer.com/chapter/10.1007/978-3-031-14549-0_10.
  • Donaldson, S. I., & Grant-Vallone, E. J. (2002). Understanding self-report bias in organizational behavior research. Journal of Business and Psychology, 17(2), 245–260. https://doi.org/10.1023/A:1019637632584
  • Drachsler, H., Jansen, J., & Kirschner, P. A. (2021). Adoption of learning technologies in times of pandemic crisis. Journal of Computer Assisted Learning, 37(6), 1509–1512. https://doi.org/10.1111/jcal.12626
  • Dunbar-Hall, P., Rowley, J., Webb, M., & Bell, M. (2010). ePortfolios for music educators: Parameters, problems, and possibilities. In W. Sims (Ed.), Proceedings of the 29th world conference of the International Society for Music Education, Beijing, China (pp. 61–64).
  • Ewing, L. A., & Cooper, H. B. (2021). Technology-enabled remote learning during COVID-19: Perspectives of Australian teachers, students and parents. Technology, Pedagogy & Education, 30(1), 41–57. https://doi.org/10.1080/1475939X.2020.1868562
  • Fautley, M. (2013). The potential of audio and video for formative assessment purposes in music education in the lower secondary school in England: Issues arising from a small-scale study of trainee music teachers. Journal of Music, Technology & Education, 6(1), 29–42. https://doi.org/10.1386/jmte.6.1.29_1
  • Ferdig, R. E., Baumgartner, E., Hartshorne, R., & Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education.
  • Fouques, D., Castro, D., Mouret, M., Julien-Sweerts, S., & Romo, L. (2021). Perceptions of the post first-lockdown era in the Current COVID-19 pandemic: Quantitative and qualitative survey of the French population. Frontiers in Psychology, 12, 668961. https://doi.org/10.3389/fpsyg.2021.668961
  • Fresen, J. W. (2018). Embracing distance education in a blended learning model: Challenges and prospects. Distance Education, 39(2), 224–240. https://doi.org/10.1080/01587919.2018.1457949
  • Greenberg, D. M., Decety, J., & Gordon, I. (2021). The social neuroscience of music: Understanding the social brain through human song. American Psychologist, 76(7), 1172–1185. https://doi.org/10.1037/amp0000819
  • Guillén-Gámez, F. D., Álvarez-García, F. J., & Rodríguez, I. M. (2018). Digital tablets in the music classroom: A study about the academic performance of students in the BYOD context. Journal of Music, Technology & Education, 11(2), 171–182. https://doi.org/10.1386/jmte.11.2.171_1
  • Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest, and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Hendricks, K. S., Smith, T. D., & Stanuch, J. (2014). Creating safe spaces for music learning. Music Educators Journal, 101(1), 35 40. https://doi.org/10.1177/0027432114540337
  • Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st Century education: A systemic view for change. Educational Technology & Society, 19(3), 27–37.
  • Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham, & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 135–161). Palgrave Macmillan.
  • Jackson, J., & Nowell, L. (2021). ‘The office of disaster management’ nurse managers’ experiences during COVID-19: A qualitative interview study using thematic analysis. Journal of Nursing Management, 29(8), 2392–2400. https://doi.org/10.1111/jonm.13422
  • Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Demo, 1(1), 33–39. https://doi.org/10.15412/J.JCC.02010107
  • Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners (pp. 210–223). Wiley-Blackwell.
  • Joseph, D., & Lennox, L. (2021). Twists, turns, and thrills during COVID-19: Music teaching and practice in Australia. Music Education Research, 23(2), 241–255. https://doi.org/10.1080/14613808.2021.1906852
  • Joseph, D., & Merrick, B. (2021). Australian music teachers’ reflections and concerns during the pandemic: Resetting the use of technologies in 21st century classroom practice. Teachers’ Work, 18(2), 109–126. https://doi.org/10.24135/teacherswork.v18i2.325
  • Joseph, D., & Trinick, R. (2021). ‘Staying apart yet keeping together’: Challenges and opportunities of teaching during COVID-19 across the tasman. New Zealand Journal of Educational Studies, 56(2), 209–226. https://doi.org/10.1007/s40841-021-00211-6
  • Juntunen, M. L. (2017). Embodiment in music teaching and learning. Finnish Journal of Music Education, 20(1), 117–126.
  • Kão, K., & Niitsoo, M. (2014, August). Matchmysound: Introducing feedback to online music education. International Conference on Web-Based Learning (pp. 217–225). Springer, Cham.
  • Kearney, M., Burden, K., & Schuck, S. (2020). Designing personalised, authentic, and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 661–666). Association for the Advancement of Computing in Education.
  • King, A., Prior, H., & Waddington-Jones, C. (2019). Connect resound: Using online technology to deliver music education to remote communities. Journal of Music, Technology & Education, 12(2), 201–217. https://doi.org/10.1386/jmte_00006_1
  • Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal of Music, Technology & Education, 5(1), 77–87. https://doi.org/10.1386/jmte.5.1.77_1
  • Lambert, P. (2017). Hard focus on ’soft’ skills – Future frontiers background paper. https://education.nsw.gov.au/media/exar/Hard_focus_on_soft_skills_Dr_Phil_Lambert.pdf
  • Lebler, D. (2008). Popular music pedagogy: Peer learning in practice. Music Education Research, 10(2), 193–213. https://doi.org/10.1080/14613800802079056
  • Ling, L. M. (2017). Australian teacher education: Inside-out, outside-in, backwards and forwards? European Journal of Teacher Education, 40(5), 561–571. https://doi.org/10.1080/02619768.2017.1385599
  • Lombardi, M. M. (2007). Authentic learning for the 21st Century: An overview. Educause Learning Initiative., ELI Paper No.1, 13.
  • Lynch, M. (2020). E-Learning during a global pandemic. Asian Journal of Distance Education, 15(1), 189–195.
  • Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043
  • McCarthy, J., & Wolfe, Z. (2020). Engaging parents through school-wide strategies for online instruction. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mauza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 7–12). Association for the Advancement of Computing in Education.
  • McPherson, G. E., & Zimmerman, B. J. (2011). Self-regulation of musical learning: A social cognitive perspective on developing performance skills. In R. Colwell, & P. Webster (Eds.), MENC handbook of research on music learning (pp. 130–175). Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199754397.003.0004
  • Merrick, B. (2006). The relationship betwen self-efficacy and self-regulated behaviour within a secondary school music technology-based creative learning environment [ Unpublished PhD thesis]. University of New South Wales. http://unsworks.unsw.edu.au/fapi/datastream/unsworks:1082/SOURCE1?view=true
  • Merrick, B. (2020). Changing mindset, perceptions, learning, and tradition: An ‘adaptive teaching framework’ for teaching music online. International Journal on Innovations in Online Education, 4(2). https://doi.org/10.1615/IntJInnovOnlineEdu.2020035150. https://onlineinnovationsjournal.com/download/0adeed9b5d34eeae.pdf
  • Merrick, B. (in press). Informed teaching and practice in music education: Exploring music technologies, curriculum design and learning environments in an everchanging world. In C. Johnson & A. King (Eds.), Music, technology, Innovation: Industry and educational perspectives. Routledge.
  • Ng, C., & Renshaw, P. (2020). Transforming pedagogies in Australian schools amid the COVID-19 pandemic: An activity theoretic reflection. Best Evidence in Chinese Education, 5(2), 635–648. https://doi.org/10.15354/bece.20.or023
  • Parkinson, T. (2016). Mastery, enjoyment, tradition, and innovation: A reflective practice model for instrumental and vocal teachers. International Journal of Music Education, 34(3), 352–368. https://doi.org/10.1177/0255761414563196
  • Parsons, K., McCormac, A., Butavicius, M., Pattinson, M., & Jerram, C. (2014). Determining employee awareness using the human aspects of information security questionnaire (HAIS-Q). Computers & Security, 42, 165–176. https://doi.org/10.1016/j.cose.2013.12.003
  • Pedrero-Esteban, L. M., Barrios-Rubio, A., & Medina-Ávila, V. (2019). Teenagers, smartphones, and digital audio consumption in the age of Spotify. Comunicar: Media Education Research Journal, 27(2), 103–112. https://doi.org/10.3916/C60-2019-10
  • Pike, P. D. (2017). Exploring self-regulation through a reflective practicum: A case study of improvement through mindful piano practice. Music Education Research, 19(4), 398–409. https://doi.org/10.1080/14613808.2017.1356813
  • Ruokonen, I., & Ruismäki, H. (2016). E-learning in music: A case study of learning group composing in a blended learning environment. Procedia-Social and Behavioral Sciences, 217, 109–115. https://doi.org/10.1016/j.sbspro.2016.02.039
  • Salomon, G., & Perkins, D. N. (1998). Chapter 1: Individual and social aspects of learning. Review of Research in Education, 23(1), 1–24. https://doi.org/10.3102/0091732X023001001
  • Silveira, J. M., & Gavin, R. (2016). The effect of audio recording and playback on self-assessment among middle school instrumental music students. Psychology of Music, 44(4), 880–892. https://doi.org/10.1177/0305735615596375
  • Stevens, R. S., McPherson, G. E., & Moore, G. A. (2019). Overcoming the ‘tyranny of distance’ in instrumental music tuition in Australia: The iMCM project. Journal of Music, Technology & Education, 12(1), 25–47. https://doi.org/10.1386/jmte.12.1.25_1
  • Styck, K. M., Malecki, C. K., Ogg, J., & Demaray, M. K. (2021). Measuring COVID-19-related stress among 4th through 12th grade students. School Psychology Review, 50(4), 530–545. https://doi.org/10.1080/2372966X.2020.1857658
  • Toquero, C. M. D. (2020). Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 15(1), 185–188. https://doi.org/10.5281/zenodo.3881748
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
  • VIT. (2022). Teacher qualifications. https://www.vit.vic.edu.au/about
  • Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century: Learning and schooling in a digital world. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/10.1111/jcal.12029
  • Waddell, G., & Williamon, A. (2019). Technology use and attitudes in music learning. Frontiers in ICT, 6, 11. https://doi.org/10.3389/fict.2019.00011
  • Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307
  • Wan, L. A., & Gregory, S. (2018). Digital tools to support motivation of music students for instrumental practice. Journal of Music, Technology & Education, 11(1), 37–64. https://doi.org/10.1386/jmte.11.1.37_1
  • Wass, R., & Rogers, T. (2021). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education and Teaching International, 58(1), 36–46. https://doi.org/10.1080/14703297.2019.1695646
  • Webb, M., & Gibson, D. (2015). Technology enhanced assessment in complex collaborative settings. Education and Information Technologies, 20(4), 675–695. https://doi.org/10.1007/s10639-015-9413-5
  • Webb, M., Gibson, D., & Forkosh‐Baruch, A. (2013). Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning, 29(5), 451–462. https://doi.org/10.1111/jcal.12033
  • Wilcox, D., Liu, J. C., Thall, J., & Howley, T. (2017). Integration of teaching practice for students’ 21st century skills: Faculty practice and perception. Journal of Technology in Teaching and Learning, 13(2), 55–77.
  • Williamon, A., Ginsborg, J., Perkins, R., & Waddell, G. (2021). Performing music research: Methods in music education, psychology, and performance science. Oxford University Press. https://doi.org/10.1093/oso/9780198714545.001.0001
  • Wyse, A. E., Stickney, E. M., Butz, D., Beckler, A., & Close, C. N. (2020). The potential impact of COVID-19 on student learning and how schools can respond. Educational Measurement Issues & Practice, 39(3), 60–64. https://doi.org/10.1111/emip.12357
  • Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. International Review of Research in Open & Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1778
  • Yang, S., Fichman, P., Zhu, X., Sanfilippo, M., Li, S., & Fleischmann, K. R. (2020). The use of ICT during COVID‐19. Proceedings of the Association for Information Science and Technology, 57(1). https://doi.org/10.1002/pra2.297
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.