The integration of information technology in music teacher education and school music education in Taiwan

This study is an investigation into the integration of information technology in music education in Taiwan. It focuses particularly on primary schools, and universities offering pre-service and postgraduate programs in music education. The study’s design begins with an exploration of government policies and their implementation, followed by an examination of music teacher education, and then music in primary schools. In the process it identifies significant approaches used to promote the integration of information technology into music programs.

Following an historical examination of the development of information technology into the education system, and subsequent government policies, the researcher investigated courses in information technology pertaining to music offered by relevant universities in Taiwan. The next stage of the research involved semi-structured interviews with three groups of stakeholders: policy developers, university teachers, and primary school teachers.

Three periods of development were discerned by the researcher: the Computer Assisted Instruction Period (1986-1997), the Internet Development Period (1997-2001), and the Digital Content Period (2001 to the present). All three periods were significant for developments in school and teacher education.

An examination of information technology in nine music teacher education institutions showed that most courses were only offered as electives: they were not compulsory. In practice this has meant that music graduates who have entered the teaching profession have not necessarily received any training in information technology. Unfortunately, in-service or professional development courses in information technology for practising teachers have generally been inadequate; part of the problem has been a dearth of courses designed specifically for teachers of music. Professional development courses have predominantly been oriented towards general teaching across disciplines. The researcher argues the need for universities and those offering professional development courses to ensure that music teachers are not only skilled in information technology, but also acquainted with appropriate pedagogy for using it in teaching and learning.

The study showed that information technology has not generally been assimilated into music teaching and learning in primary schools in Taiwan. Part of the problem, as suggested by the teacher interviewees, is that music teachers are not sufficiently motivated and skilled to integrate information technology into the curriculum, and many schools are inadequately resourced. This not only highlights the need for more effective teacher training, but also for schools themselves to give greater recognition to the importance of [the integration of IT in] music in primary schools.

Music education in Taiwan with respect to the integration of information technology appears to be in a relatively weak position in schools and in teacher education. Indeed, the study has also highlighted music’s relatively weak status compared to many other subject or discipline areas. In identifying specific issues, the study concludes with a number of recommendations addressed to the government and the Ministry of Education, primary school administrators, primary school music teachers, and future researchers in the field.