The Community of Inquiry as a Framework in Student Teachers' Music Education

By Enbuska, Jukka; Tuisku, Vesa et al. | European Journal of Social & Behavioural Sciences, The, August 2018 | Go to article overview

The Community of Inquiry as a Framework in Student Teachers' Music Education


Enbuska, Jukka, Tuisku, Vesa, Hietanen, Lenita, European Journal of Social & Behavioural Sciences, The


1. Introduction

Today's young people are often deeply immersed in using digital technologies in their everyday lives. A great challenge is how best to take advantage of the digital music technology in music education, involving students with different musical backgrounds, with the different readiness of music technology and how digital music technology can be used in different learning environments. Jonathan Savage (2009) introduces two models of musical practice with ICT. The first model is The Extrinsic Model and the second model is The Intrinsic Model. In the first model, the musical keyboard is linked to the computer software. Using digital devices, students study the elements of traditional Western music that have roots in the European music of the mid-eighteenth century. The second model focuses on the opportunity to use a standard personal computer as a musical instrument. This means that sound itself becomes the source for many new ways to make music through a process of exploration.

In the study at hand, the main focus is the extrinsic model because in this study most of the student teachers are novices at music practice. In the Finnish National Core Curriculum for Basic Education (FNBE, 2014), music as a subject can be considered a combination of the following approaches: singing, listening, playing musical instruments, composing or connecting music with for example physical movement, picture and/or technology. According to the FNBE, one of the aims in music education in Finnish schools is to help students understand the basic principles of the music symbol system with the help of musicing. (FNBE, 2014). In practice, this means that student teachers should learn among other things the music symbol system of traditional Western music.

Digitalization has become a part of Finnish education from elementary schools to universities. Blended learning provides solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The concept of blended learning is understood as an educational combination that combines the traditional face-to-face teaching and online learning (Bonk & Graham, 2012; Crawford, 2017; Garrison, 2017; Graham, 2006; Kerres & de Witt, 2003; Picciano, 2014; Watson, 2008) Pedagogically, blended learning combines the most effective aspects of face-to-face learning experiences and online learning experiences with good technology devices (Ruthman & Hebert, 2012; Pike & Shoemaker, 2013; Tobias, 2013).

The study presented in this paper was conducted at the University of Lapland in Finland in spring 2017. At the faculty of education, music education for every student teacher is offered during the first academic year. The students who participated in the research were students of the primary school teacher training program.

2. Problem statement

In the future, techonology will shape more and more independent music learning. Digital technologies are obvious in our daily lives as we use applications on our computers, tablets and smartphones to exhange information to communicate with our friends (Gardner & Davis, 2013; Turkle, 2011). Digital devices of different kinds allow teachers and students almost seamless access to musical resources (Purves, 2012). Research shows that online electronic devices can support student learning in a variety of subject areas, including music, especially when digital tools are designed to support student self-regulation (Brook & Upitis, 2015). Today's music learners live in an environment with new technologies, which have made it possible for even the most novice of composers to write music with software like Apple's GarageBand. GarageBand has provided essential software for creating music without the demands of reading traditional notation and playing a traditional music instrument. For students and teachers, Apple's GarageBand provides an unusually simple music production tool including software instruments and a sound library. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

The Community of Inquiry as a Framework in Student Teachers' Music Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.