• Abstract and Figures
• Public Full-text

The integration of information technology in music teacher education and school music education in Taiwan Hung Pai Chen B. Ed., M. Ed. School of Education RMIT University December 2012 Declaration I certify that except where due acknowledgement has Been made, the work is that of the author alone; the work has not Been suBmitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has Been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out By a third party is acknowledged; and, ethics procedures and guidelines have Been followed. Hung Pai Chen 18/12/2012 ii Acknowledgement I would like to present my deep thanks to those who have helped me during the journey of my PhD study. Without their help, the completion of this research would not Be possiBle. Firstly, great thanks to my supervisor, Professor David Forrest. During the years of my doctoral study he has given me not only advice on my research work But also care in various aspects of my overseas years. His kindness has opened up my views and found the new possiBilities for my academic life. He has always Been thoughtful and considerate in helping me in my study. I owe a great deal to him and could not find the words to express my gratitude. I would like to thank another important mentor in helping my research work, Emeritus Professor Martin Comte, who has always offered valuable advice on my writing and learning in English, while providing insightful suggestions on my study. I also appreciate his kindness and attention for me through over four years of studying in MelBourne. In addition, my thanks to the adorable Bertie and Alice, who have often accompanied me when I was struggling in my English tutorial sessions. My thanks to RMIT University for awarding me an International PhD Scholarship and other resources. In conducting this research I have received various support from several academics and friends. I do like to thank them here: Dr Angela Hao-Chun Lee of Transworld Institute of Technology, Dr Lai Chi Rita Yip of the Hong Kong Institute of Education, and Ms Shu Ting Chen of National Formosa University have helped me verify my interview questions and their translations. I would like to acknowledge my sixteen interviewees who participated in this research (Professor Tieh-Hsiung Wu, Professor Mei-Ling Lai, Professor Yuan-Mei Hsieh, Professor Sheau-Yuh Lin, Professor Shan-Mei Tseng, Professor Yu-Chung Tseng and other ten school teachers). They spent time to share their valuable experiences and provide their points of view to complete my research. Special thanks should Be given to Professor Mei-Ling Lai of National Taiwan Normal University who always shown me her warm care and encouragement; and Professor iii Yuan-Mei Hsieh of National University of Tainan, the adviser of my Master's study, who helped me to establish the fundamental knowledge of research work which lead to the initiation of my PhD study. Studying abroad was never easy. During these years, Ms Beatrice Cheah, Dr Rafeah Legino, Mr Cheir Kwang Wu and Mr Kuo J. Chen kindly gave their support and encouragement which helped me through my study. It is worth mentioning that Mr Kuo J. Chen, an experienced editor and translator, helped me to check the writing and verification of the translation of the transcriptions of interviews in this study. I am grateful to his assistance. Additionally, I appreciate all other people who help me during this study. The warm support from my family gave me the strength to finish my study. I do like to thank all my family memBers, particularly my parents, husBand, sister and my angel-DangDang. Their endless love and understanding were the strongest support while I am studying alone in Australia. For this Big achievement of mine, again, I would like express my deepest appreciation to all the people above and share my honor with them. iv Table of Contents Table of Contents v List of Tables x List of Figures xi Glossary xii PuBlications during Candidature xiv ABstract xvi Chapter 1 Introduction 1.1 Background of research study 1 1.2 Rationale of the research 4 1.3 Research questions 6 1.4 Location of study 6 1.5 Scope and limitations of the research 7 1.6 Delimitations 9 1.7 Overview of chapters 12 Chapter 2 Methodology 2.1 Overview of chapter 13 2.2 Research questions restated 13 2.3 Qualitative research paradigm 13 2.3.1 Grounded theory 14 2.3.2 Historical research 15 2.3.3 Survey research 17 2.3.4 Interviews 18 2.4 Data collection and analysis 20 2.4.1 Sampling 20 2.4.2 Content analysis 24 2.4.3 Reliability and validity 26 2.5 Research instruments 29 2.6 Ethical issues 34 2.7 Research processes 34 2.8 Summary of chapter 35 v Chapter 3 Literature Review 3.1 Overview of chapter 37 3.2 The integration of IT in education 37 3.2.1 Definitions 38 3.2.2 Historical development 42 3.2.3 Philosophy and rationale of the integration of IT 45 3.2.4 Strategies and applications 52 3.2.5 Considerations 58 3.2.6 Standards 60 3.2.7 IT and teacher education 65 3.3 The integration of IT in music education 68 3.3.1 Rationale and development of the integration of IT in music 68 education 3.3.2 Resources and applications 71 3.3.3 Considerations 78 3.3.4 IT and music teacher education 80 3.3.5 Relevant research in Taiwan 83 3.4 The development of IT integration in education in Taiwan, Hong Kong 85 and Mainland China 3.4.1 Background information 86 3.4.2 IT in education in Taiwan 87 3.4.3 IT in education in Hong Kong 89 3.4.4 IT in education in Mainland China 91 3.4.5 Discussion 92 3.5 Summary of chapter 94 Chapter 4 Developments in the Integration of IT in Music Education in Taiwan 4.1 Overview of chapter 96 4.2 Important government sectors involved in IT education 96 4.2.1 Executive Yuan 97 4.2.2 Ministry of Education 97 4.2.3 National Science Council 99 4.3 Three development periods of the integration of IT in music education 102 vi in Taiwan 4.3.1 The Computer Assisted Instruction (CAI) period (1986-1997) 103 4.3.1.1 Developments 103 4.3.1.2 Policies 108 4.3.2 The Internet Development Period (1997-2001) 110 4.3.2.1 Developments 110 4.3.2.2 Policies 111 4.3.3 The Digital Content Period (2001 to the present ) 125 4.3.3.1 Developments 125 4.3.3.2 Policies 130 4.4 Discussion 140 4.5 Summary of chapter 142 Chapter 5 The Integration of IT in Music Teacher Education in Taiwan 5.1 Overview of chapter 143 5.2 Pre-service training in the integration of IT for primary school music 143 teachers 5.2.1 Primary school music teacher education in Taiwan 145 5.2.1.1 Changes in the new Teacher Education Act 145 5.2.1.2 The curriculum for music teacher education in music 147 departments 5.2.2 IT related courses 149 5.2.2.1 Undergraduate programs 151 5.2.2.2 Postgraduate programs 156 5.2.3 Interview results 160 5.2.3.1 Courses 160 5.2.3.2 Challenges 169 5.3 IT related professional development for primary school music teachers 173 5.3.1 The practice of IT related professional development for primary 173 school music teachers 5.3.2 Primary school teacher interviewees’ feedBack: Professional 175 development 5.4 Implications for future development 178 5.4.1 Recommendations for pre-service teacher education 179 vii 5.4.2 Recommendations for teacher professional development 182 (in-service) 5.5 Summary of chapter 186 Chapter 6 The Integration of IT in Primary School Music Education in Taiwan 6.1 Overview of chapter 189 6.2 School teacher interviewees’ perspectives and experience 189 6.2.1 Background and attitudes 189 6.2.2 Applications and materials 192 6.2.3 Improving teaching quality 197 6.2.4 Disadvantages 204 6.2.5 Teachers’ requests 206 6.3 Practice in schools 210 6.3.1 General situation 210 6.3.2 Challenges 212 6.4 Interview teachers’ suggestions for school music teachers, school 215 administrators, and the Ministry of Education 6.4.1 Interviewee suggestions for school music teachers 215 6.4.2 Interviewee suggestions for school administrators 218 6.4.3 Interviewee suggestions for the Ministry of Education 222 6.5 The perspective of policy developers 226 6.6 The perspective of university professor 230 6.6.1 The promotion of IT integration 231 6.6.2 Suggestions to the Ministry of Education 233 6.7 Summary of chapter 235 Chapter 7 Conclusions and Recommendations 7.1 The research questions 237 7.2 Conclusions 239 7.2.1 Development of the integration of IT in music education in 239 Taiwan 7.2.2 The integration of IT in primary school music teacher education 242 in Taiwan 7.3.3 The integration of IT in primary school music education in 243 viii Taiwan 7.3.4 Research map 246 7.3 Recommendations 248 7.3.1 Government and the Ministry of Education 248 7.3.2 Music teacher education institutions 249 7.3.3 Primary school administrators 250 7.3.4 Primary school music teachers 250 7.3.5 Future research 251 References 252 Appendices Appendix 1 Plain Language Statements (English) 280 Appendix 2 Plain Language Statements (Chinese) 281 Appendix 3 Consent Form (English) 282 Appendix 4 Consent Form (Chinese) 284 Appendix 5 Interview Schedule I (Chinese) 285 Appendix 6 Interview Schedule II (Chinese) 286 Appendix 7 Interview Schedule III (Chinese) 287 Appendix 8 Interview Transcription Confirmation 288 Appendix 9 Letter of Approval and Ethics Clearance 289 ix List of Tables Table 4.1 The Structure of Learning Areas in Grades 1-9 Curriculum 121 Table 4.2 The Length of Learning Periods in Different Grades of School 122 Learning Table 5.1 IT Related Courses in Undergraduate Programs in Music 151 Departments Table 5.2 IT Related Courses in Master of Music Programs in Music 156 Departments Table 5.3 IT Related Courses in Master of Music Education Programs in 159 Music Departments x List of Figures Figure 4.1 Infrastructure of Information Education Program 113 Figure 4.2 The Structure of the Challenge 2008: National Development 134 Plan Figure 5.1 The Curriculum for Music Teacher Education in Music 149 Departments Figure 7.1 Research Map 247 xi Glossary CAI Computer Assisted Instruction system.

Load more

  306

Copy Link