Supportive digital technology in music education in primary education may contribute to self-efficacy of teachers, but current applications of such technology introduces other problems. This article explains what these problems are and what to take into account when applying supportive digital technology. The article stems from a presentation at the second German-Dutch colloquium, which took place at the Dutch embassy in Berlin on September 24, 2018, and was about digitising Arts education. The presentation was about our research project on applying interactive digital technology for supporting teachers in guiding joint rhythm activities in primary education.
|Title of host publication||Contemporary research topics in arts education|
|Subtitle of host publication||German-Dutch perspectives|
|Editors||Bettina Münzberg, Sebastian Konietzko, Julia Goudis|
|Place of Publication||Essen|
|Publisher||Rat für Kulturelle Bildung e.V.|
|Number of pages||6|
|Publication status||Published - 2019|
- action shyness
- music education
- digital technology
- technology acceptance
- primary education
Spieker, B. P. A. (2019). This thing called "handelingsverlegenheid": Teachers' lack of confidence in teaching music in Dutch primary schools: a problem that could be overcome by applying supportive technology? In B. Münzberg, S. Konietzko, & J. Goudis (Eds.), Contemporary research topics in arts education: German-Dutch perspectives (pp. 30-35). Essen: Rat für Kulturelle Bildung e.V..