Search results for: Morton Charlene

This study was designed to examine whether the integration of digital learning technologies in teacher education programs enhances a larger educational mission to foster preservice teachers’ understanding of music and digital literacy. The findings reveal that the majority of participating preservice teachers subscribed to an understanding of music literacy based upon traditional values of developing students’ notation skills. Although a framework for learning was in place, the process was designed as organic, developing with each exchange of musical selections and accompanying reviews and responses. For those accustomed to teacher-centered instruction, this created a measure of initial anxiety.