Teacher perceptions of music technology programs and of the use of technology to support music courses in public schools

This descriptive case study investigated perceptions of five high school music teachers regarding the nature, relevance and significance of music technology programs and the use of technology to support music in their schools. The literature describes numerous school music programs in the United States of America (USA) that include music technology in the curriculum and use technology to support music programs. However, this bigger picture does not tell us what is being experienced in each school across the USA. Case studies will help us understand the day-to-day experiences of individual schools. The study population of this investigation involved a sample of convenience, including music teachers from within one county in the Inland Northwest of the USA in close proximity to the researcher. One-on-one interview technique allowed for in-depth responses to open-ended questions. In analyzing the data, an effort was made to accurately represent the perspectives of the interview participants. Results were reported in narrative style, leading to a discussion on implications for the profession and ideas for further research. While it was reported that none of the schools offer music technology programs, all of the teachers described using technology to support music classes. Alongside the wealth of studies in this field, this investigation contributes a small glimpse of what some music teachers in the USA are facing at their schools pertaining to technology. lt is anticipated that the results of the study may inform those making decisions regarding music policy and curriculum, and the allocation of resources for technology in school music programs. Teachers might be informed by the various examples of how technology is being used in the music classroom and in student practicing outside of the classroom. There may be teachers who identify with the limitations and challenges experienced by these five teachers regarding the use of technology in their programs. The results might inform higher education curricular decisions pertaining to the preparation of teachers for using technology in school music programs. This investigation also leads to suggestions on ideas for research, including exploration of reasons for the challenges teaches face in this area and the perspectives of students on the topic --Leaves ix-x