Jill Reese, assistant professor of Music Education, recently co-authored a case study titled “Field experiences using iPads: Impact of experience on preservice teachers’ beliefs.” The study was published in the Journal of Music Teacher Education.
In order to complete the study, the research was supported in part by a SUNY-wide Innovative Teaching and Technology Grant. Dr. Reese was accompanied by graduate students, Rachel Bicheler and Callan Robinson, who used the study as part of their research. Nine preservice teachers were observed over five weeks to collect the data.
The purpose of the case study was to investigate the experiences preservice music teachers using iPads have when engaging secondary general music students in creating and performing music during field teaching experiences. The research focuses on what the preservice teachers’ perceptions of their experiences using iPad to create music are and how these experiences influence their perception of technology as a teaching tool.
Reese and the graduate students found there is a struggle to resolve tensions that emerged while using technology to create and teach music. Some develop technological pedagogical and content knowledge which stems from three main ideas: tension, innovation and adaption and influence of experiences on perceptions of technology.
