東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Use of Web-Based Tools in Musical Co...

Fulcher, Lindsay J.

FindBook

Google Book

Amazon

博客來

Use of Web-Based Tools in Musical Communities from Three Perspectives.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Use of Web-Based Tools in Musical Communities from Three Perspectives./
作者:	Fulcher, Lindsay J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10666491
ISBN:	9780355330335

Use of Web-Based Tools in Musical Communities from Three Perspectives.
Fulcher, Lindsay J.

Use of Web-Based Tools in Musical Communities from Three Perspectives. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 145 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

The purpose of this multi-project research was to explore uses of web-based technologies in musical communities from three perspectives. I wanted to learn how those technologies impacted musical collaboration, tools for teaching, and communication between orchestra directors. The first study was an examination of how high school string players, from an existing chamber group, viewed online music collaboration. This case study revealed that these high school students preferred to utilize technologies with which they were familiar, in particular, Facebook and Spotify. The second study determined which mobile apps Pennsylvania music teachers used in their classrooms. The questionnaire returned results from 342 app users, and 392 app non-users. In addition to a robust list of apps being actively used by K-12 music teachers, I also gained an understanding of why more than half these teachers did not use apps in their classrooms. The third study investigated uses of the Youth Orchestra Directors Facebook page and explored user perceptions of the (researcher created) page. This case study revealed that there was great interest in this Facebook page, but the page needed more activity to be helpful for the population. In addition, I gathered personal and professional attributes (via questionnaire) from these group members to learn more about who made up the youth orchestra director community. These three exploratory studies helped me understand perceptions of technology in the orchestra community from students, teachers, and youth orchestra directors. These studies also helped me recognize how much work we, as music educators, need to do to understand the impact technology has on our classrooms, particularly as technology advances rapidly.

ISBN: 9780355330335Subjects--Topical Terms:

3168367
Music education.

Use of Web-Based Tools in Musical Communities from Three Perspectives.
LDR:02674nmm a2200289 4500 001 2158070
005 20180608112134.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355330335
035 $a (MiAaPQ)AAI10666491
035 $a AAI10666491
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fulcher, Lindsay J. $3 3345892
245 1 0 $a Use of Web-Based Tools in Musical Communities from Three Perspectives.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Robert Gardner.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
520 $a The purpose of this multi-project research was to explore uses of web-based technologies in musical communities from three perspectives. I wanted to learn how those technologies impacted musical collaboration, tools for teaching, and communication between orchestra directors. The first study was an examination of how high school string players, from an existing chamber group, viewed online music collaboration. This case study revealed that these high school students preferred to utilize technologies with which they were familiar, in particular, Facebook and Spotify. The second study determined which mobile apps Pennsylvania music teachers used in their classrooms. The questionnaire returned results from 342 app users, and 392 app non-users. In addition to a robust list of apps being actively used by K-12 music teachers, I also gained an understanding of why more than half these teachers did not use apps in their classrooms. The third study investigated uses of the Youth Orchestra Directors Facebook page and explored user perceptions of the (researcher created) page. This case study revealed that there was great interest in this Facebook page, but the page needed more activity to be helpful for the population. In addition, I gathered personal and professional attributes (via questionnaire) from these group members to learn more about who made up the youth orchestra director community. These three exploratory studies helped me understand perceptions of technology in the orchestra community from students, teachers, and youth orchestra directors. These studies also helped me recognize how much work we, as music educators, need to do to understand the impact technology has on our classrooms, particularly as technology advances rapidly.
590 $a School code: 0176.
650 4 $a Music education. $3 3168367
650 4 $a Educational technology. $3 517670
690 $a 0522
690 $a 0710
710 2 $a The Pennsylvania State University. $b Music Education. $3 3171559
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0176
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10666491