Tecnología digital en la educación musical infantil

Autores:: Cuervo, Laura
Bonastre, Carolina
García, Desirée

Tipo de recurso:: Article of journal

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Tecnología digital en la educación musical infantil
title	Tecnología digital en la educación musical infantil
spellingShingle	Tecnología digital en la educación musical infantil Aprendizaje en línea Digitalización Educación musical Educación de la primera infancia Enseñanza primaria Aprendizagem eletrônica Digitalização Educao musical Educação da primeira infância Educacao primária Online learning Digitalization Music education Early childhood education Primary education
title_short	Tecnología digital en la educación musical infantil
title_full	Tecnología digital en la educación musical infantil
title_fullStr	Tecnología digital en la educación musical infantil
title_full_unstemmed	Tecnología digital en la educación musical infantil
title_sort	Tecnología digital en la educación musical infantil
dc.creator.fl_str_mv	Cuervo, Laura Bonastre, Carolina García, Desirée
dc.contributor.author.spa.fl_str_mv	Cuervo, Laura Bonastre, Carolina García, Desirée
dc.subject.none.fl_str_mv	Aprendizaje en línea Digitalización Educación musical Educación de la primera infancia Enseñanza primaria Aprendizagem eletrônica Digitalização Educao musical Educação da primeira infância Educacao primária Online learning Digitalization Music education Early childhood education Primary education
topic	Aprendizaje en línea Digitalización Educación musical Educación de la primera infancia Enseñanza primaria Aprendizagem eletrônica Digitalização Educao musical Educação da primeira infância Educacao primária Online learning Digitalization Music education Early childhood education Primary education
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-01-01 08:41:34 2026-04-16T17:40:22Z
dc.date.available.none.fl_str_mv	2022-01-01 08:41:34
dc.date.issued.none.fl_str_mv	2022-01-01
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.none.fl_str_mv	10.19053/22160159.v13.n32.2022.13201
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dc.relation.references.none.fl_str_mv	Bayrakdar, S., & Guveli, A. (2020). Inequalities in Home Learning and Schools’ Provision of Distance Teaching during School Closure of COVID-19 Lockdown in the UK. University of Essex, Institute for Social and Economic Research. Beltrán, J., Venegas, M., Villar, A., Cabello, S., Jareño, D., & Gracia de, P. (2020). Educar en época de confinamiento: la tarea de renovar un mundo común. Revista de Sociología de la Educación, 13(2), 92-104. http://dx.doi.org/10.7203/RASE.13.2.17215 Bers, M., González, C., & Armas, B. (2019). Coding as a playground: promoting positive learning experiences in childhood classrooms. Computers & Education, 138(3), 130-145. https://doi. org/10.1016/j.compedu.2019.04.013 Bol, T. (2020). Inequality in homeschooling during the corona crisis in the Netherlands. First Results from the LISS Panel. University of Amsterdam. https://doi.org/10.31235/osf.io/hf32q Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Strakova, J., & Svaricek, R. (2020). Mandatory home education during the COVID-19 lockdown in the Czech Republic: a rapid survey of 1st-9th graders’ parents. Frontiers in Education, 5, 103. http://dx.doi.org/10.3389/feduc.2020.00103 Brown, N., Te Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at Home during COVID-19: Effects on Vulnerable Young Australians. Independent Rapid Response Report. University of Tasmania, Peter Underwood Centre for Educational Attainment. Bucura, E., & Weissberg, J. (2017). Children’s musical empowerment in two composition task designs. Research & Issues in Music Education, 13(1), 4. https://commons.lib.jmu.edu/rime/vol13/iss1/4 Burton, S., & Pearsall, A. (2016). Music-based iPad app preferences of young children. Research Studies in Music Education, 38(1), 75-91. http://dx.doi.org/10.1177/1321103X16642630 Cabero, J., Barroso, J., Llorente, C., & Fernández, M. (2019). Educational uses of augmented reality (AR): experiences in educational science. Sustainability, 11(18), 4990. http://dx.doi.org/10.3390/ su11184990 Cano, M., & Sánchez-Iborra, R. (2015). On the use of a multimedia platform for music education with handicapped children: a case study. Computers and Education, 87, 254-276. https://doi.org/10.1016/j. compedu.2015.07.010 Castells, M. (1996). The rise of the network society. Blackwell. Dillon, S. (2012). An open-source approach to music education through jam2jam Xo. Journal of Music, Technology and Education, 5(2), 171-180. https://doi.org/10.1386/jmte.5.2.171_1 Duarte, M., & Sigal, J. (2019). Working with electroacoustic music in rural communities: the use of an interactive music system in the creative process in primary and secondary school education. Organised Sound, 24(3), 228-239. https://doi.org/10.1017/S135577181900030X Ferrari, L., & Addessi, A. (2014). A new way to play music together: the Continuator in the classroom. International Journal of Music Education, 2(2), 171-18. https://doi.org/10.1177/0255761413504706 Fujita, N. (2020). Transforming online teaching and learning: towards learning design informed by information science and learning sciences. Information and Learning Sciences 121(7/8), 503-511. https://doi.org/10.1108/ILS-04-2020-0124 Gaete, R. (2014). Reflexiones sobre las bases y procedimientos de la teoría fundamentada. Ciencia, Docencia y Tecnología, 48(25), 149-172. http://www.scielo.org.ar/pdf/cdyt/n48/n48a06.pdf Gorbunova, B. (2020). Information educational environment as a resource for advancing a teachermusician’s skills in the additional children education system. Conrado, 16(74), 38-44. http://scielo.sld.cu/pdf/rc/v16n74/1990-8644-rc-16-74-38.pdf Gorbunova, I., & Plotnikov, K. (2020). Music-related educational project for contemporary general music education of school children. International Journal of Innovation, Creativity and Change, 12(2), 451-46. https://www.ijicc.net/images/vol12/iss2/12235_Gorbunova_2020_E_R.pdf Greenhow, C., & Galvin, S. (2020). Teaching with social media: evidence-based strategies for making remote higher education less remote. Information and Learning Sciences 121(7/8), 513-524. https:// doi.org/10.1108/ILS-04-2020-0138 Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A., & Kiefer, C. (2019). Psychological benefits of networking technologies in children’s experience of ensemble music making. International Journal of Music Education, 37(1), 59-77. https://doi.org/10.1177/0255761418796864 Hart, A. (2017). Towards an effective freeware resource for music composition in the primary classroom. London Review of Education, 3(15), 407-424. https://doi.org/10.18546/LRE.15.3.06 Huovinen, E., & Rautanen, H. (2020). Interaction affordances in traditional instruments and tablet computers: a study of children’s musical group creativity. Research Studies in Music Education, 42, 94-112, https://doi.org/10.1177/1321103X18809510 Innocenti degli, E., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico, L., & Avanzini, F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers & Education, (139), 102-117. https://doi.org/10.1016/j.compedu.2019.04.010 Issaka, A., & Hopkins, L. (2017). Engagement with education: music education in a paediatric hospital. International Journal of Educational Research, 83, 142-153. https://doi.org/10.1016/j.ijer.2017.02.012 Jordan, K., Raluca, D., Phillips, T., & Pellini, A. (2021). Educación durante la crisis de covid-19: oportunidades y limitaciones del uso de tecnología educativa en países de bajos ingresos. Revista de Educación a Distancia, 21(65). https://doi.org/10.6018/red.453621 Juntunen, P., Ruokonen, I., & Ruismäki, H. (2015). Music behind scores: case study of learning improvisation with “Playback Orchestra” method. Journal of Computer Assisted Learning, 31(6), 582-591. https://doi.org/10.1111/jcal.12098 Knudsen, J., Aglen, G., Danbolt, I., Engesnes, N. (2019). Musical pathfinders of the kindergarten. Contemporary Issues in Early Childhood, 20(2), 163-176. https://doi.org/10.1177/1463949118756369 Ko, C., & Chou, M. (2013). Aesthetics in young children’s lives: from music technology curriculum perspective. International Journal of Management, Economics and Social Sciences, 2(4) 265-273. http://ijmess.com/volumes/volume-II-2013/issue-IV-12-2013/full-3.pdf Lagerlöf, P. (2015). Musical make-believe playing: three preschoolers collaboratively initiating play ‘inbetween’. Early Years, 35(3), 303-316. https://doi.org/10.1080/09575146.2015.1044501 Lee, L., & Ho, H. (2018). Exploring young children’s communication development through the soundbeam trigger modes in the “Holistic music educational approach for young children’s programme”. Malasyan Journal of Music, (7), 1-19. https://doi.org/10.37134/mjm.vol7.1.2018 Livari, N. (2020). Empowering children to make and shape our digital futures—from adults creating technologies to children transforming cultures. International Journal of Information and Learning Technology, 37(5), 279-293. https://doi.org/10.1108/IJILT-03-2020-0023 Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2014). Ítems de referencia para publicar revisiones sistemáticas y metaanálisis: la declaración PRISMA. Revista Española de Nutrición Humana y Dietética, 18(3), 172-181. https://doi.org/10.14306/renhyd.18.3.114 Moldovan, M. (2021). Technologies and their impact in music education. Information and Communication Technology in Musical Field, 1(12), 13-19. http://www.tic.edituramediamusica.ro/reviste/2021/1/ICTMF_ISSN_2067-9408_2021_vol_12_issue_1_pg_no_013-019.pdf Mon, C., & Subaramaniam, K. (2020). Understanding the requirement of a 3D aided augmented reality mobile app dictionary for children. International Journal of Technology Enhanced Learning, 12(4), 447-457. https://doi.org/10.1504/IJTEL.2020.110054 Muñoz, J., & Lluch, L. (2020). Consecuencias del cierre de escuelas por el covid-19 en las desigualdades educativas. Revista Internacional de Educación para la Justicia Social 9(3e), 1-17. https://revistas. uam.es/riejs/article/view/12216 Murillo, R. (2017). The 21st century elementary music classroom and the digital music curriculum: a synergism of technology and traditional pedagogy. Texas Music Education Research, 14-27. https:// files.eric.ed.gov/fulltext/EJ1183312.pdf Nikolaidou, G. (2012). ComPLuS model: a new insight in pupils’ collaborative talk, actions and balance during a computer-mediated music task. Computers & Education, 58(2), 740-765. https://doi. org/10.1016/j.compedu.2011.09.027 Paney, A., & Kay, A. (2015). Developing singing in third-grade music classrooms: the effect of a concurrent-feedback computer game on pitch-matching skills. Update: Applications of Research in Music Education, (34), 42-49. https://doi.org/10.1177/8755123314548047 Paule M., Álvarez, V., Pérez, J., Álvarez, M., & Trespalacios, F. (2017). Music learning in preschool with mobile devices. Behaviour and Information Technology, 36(1), 95-111. http://dx.doi.org/10.1080/01 44929X.2016.1198421 Peterson, L., Scharber, C., Thuesen, A., & Baskin, K. (2020). A rapid response to COVID-19: One district’s pivot from technology integration to distance learning. Information and Learning Sciences, 121(5/6), 461-469. https://doi.org/10.1108/ILS-04-2020-0131 Pietro di, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Publications Office of the European Union. https://doi.org/10.2760/126686 Polanin, J., Maynard, B., & Dell, N. (2017). Overviews in education research: a systematic review and analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/0034654316631117 Portowitz, A., Peppler, K., & Downton, M. (2014). In harmony: a technology-based music education model to enhance musical understanding and general learning skills. International Journal of Music Education, 32(2), 242-260. https://doi.org/10.1177/0255761413517056 Reino de España. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. https://www.boe.es/buscar/pdf/2014/BOE-A-2014-2222-consolidado.pdf Ruiz, G., & Rodríguez, F. (2021). Mindfulness and online music for channeling stress in primary school students during the COVID-19 pandemic in Spain. Music Scholarship, (1), 125-136. http://dx.doi. org/10.33779/2587-6341.2021.1.125-136 Shibazaki, K., & Marshall, N. (2013). Gender differences in computer- and instrumental-based musical composition. Educational Research, 55(4), 347-360. https://doi.org/10.1080/00131881.2013.844937 Solis, J. (2019). DJ pedagogy in the childhood experience. Childhood Education, 95(5), 16-23. https:// doi.org/10.1080/00094056.2019.1663092 Sovik, T. (2017). Technological skills as a component of music and aesthetic competence of future primary school teachers. Science and Education, (2), 16-20. https://doi.org/10.24195/2414-4665- 2017-2-3 Suárez, J., Almerich, G., Orellana, N., & Díaz, I. (2018). A basic model of integration of ICT by teachers: competence and use. Educational Technology Research and Development, 66(5), 1165-1187. https:// doi.org/10.1007/s11423-018-9591-0 Suslova, N. (2020). Opportunities and risks of distance format in music learning to schoolchildren. Musical Art and Education, 8(4), 116–135. https://doi.org/10.31862/2309-1428-2020-8-4-116-135 Vasil, M. (2020). Using popular music pedagogies to foster 21st-century skills and knowledge. General Music Today, 33, 46-51. https://doi.org/10.1177/1048371320902752 Wallerstedt, C. (2013). “Here comes the sausage:” an empirical study of children’s verbal communication during a collaborative music-making activity. Music Education Research, 15(4), 421-434. http://dx.doi.org/10.1080/14613808.2013.812626 Wößmann L. (2021). Bildungsverluste durch Corona: Wie lassen sie sich aufholen? Wirtschaftsdienst, 101(3), 150-151. https://doi.org/10.1007/s10273-021-2859-8 Yardley, L. (2017). Demonstrating the validity of qualitative research. Journal of Positive Psychology, 12(3), 295-296. https://doi:10.1080/17439760.2016.1262624
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dc.relation.citationedition.spa.fl_str_mv	Núm. 32 , Año 2022 : Retos y oportunidades de la investigación en Educación Musical
dc.rights.none.fl_str_mv	Laura Cuervo - 2022
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spelling	Cuervo, LauraBonastre, CarolinaGarcía, Desirée2022-01-01 08:41:342026-04-16T17:40:22Z2022-01-01 08:41:342022-01-012216-0159https://repositorio.uptc.edu.co/handle/001/2122710.19053/22160159.v13.n32.2022.132012462-8603https://doi.org/10.19053/22160159.v13.n32.2022.13201application/pdftext/htmlapplication/epub+ziptext/xmlUniversidad Pedagógica y Tecnológica de ColombiaLaura Cuervo - 2022http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/13201Aprendizaje en líneaDigitalizaciónEducación musicalEducación de la primera infanciaEnseñanza primariaAprendizagem eletrônicaDigitalizaçãoEducao musicalEducação da primeira infânciaEducacao primáriaOnline learningDigitalizationMusic educationEarly childhood educationPrimary educationTecnología digital en la educación musical infantilArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Bayrakdar, S., & Guveli, A. (2020). Inequalities in Home Learning and Schools’ Provision of Distance Teaching during School Closure of COVID-19 Lockdown in the UK. University of Essex, Institute for Social and Economic Research.Beltrán, J., Venegas, M., Villar, A., Cabello, S., Jareño, D., & Gracia de, P. (2020). Educar en época de confinamiento: la tarea de renovar un mundo común. Revista de Sociología de la Educación, 13(2), 92-104. http://dx.doi.org/10.7203/RASE.13.2.17215Bers, M., González, C., & Armas, B. (2019). Coding as a playground: promoting positive learning experiences in childhood classrooms. Computers & Education, 138(3), 130-145. https://doi. org/10.1016/j.compedu.2019.04.013Bol, T. (2020). Inequality in homeschooling during the corona crisis in the Netherlands. First Results from the LISS Panel. University of Amsterdam. https://doi.org/10.31235/osf.io/hf32qBrom, C., Lukavsky, J., Greger, D., Hannemann, T., Strakova, J., & Svaricek, R. (2020). Mandatory home education during the COVID-19 lockdown in the Czech Republic: a rapid survey of 1st-9th graders’ parents. Frontiers in Education, 5, 103. http://dx.doi.org/10.3389/feduc.2020.00103Brown, N., Te Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at Home during COVID-19: Effects on Vulnerable Young Australians. Independent Rapid Response Report. University of Tasmania, Peter Underwood Centre for Educational Attainment.Bucura, E., & Weissberg, J. (2017). Children’s musical empowerment in two composition task designs. Research & Issues in Music Education, 13(1), 4. https://commons.lib.jmu.edu/rime/vol13/iss1/4Burton, S., & Pearsall, A. (2016). Music-based iPad app preferences of young children. Research Studies in Music Education, 38(1), 75-91. http://dx.doi.org/10.1177/1321103X16642630Cabero, J., Barroso, J., Llorente, C., & Fernández, M. (2019). Educational uses of augmented reality (AR): experiences in educational science. Sustainability, 11(18), 4990. http://dx.doi.org/10.3390/ su11184990Cano, M., & Sánchez-Iborra, R. (2015). On the use of a multimedia platform for music education with handicapped children: a case study. Computers and Education, 87, 254-276. https://doi.org/10.1016/j. compedu.2015.07.010Castells, M. (1996). The rise of the network society. Blackwell.Dillon, S. (2012). An open-source approach to music education through jam2jam Xo. Journal of Music, Technology and Education, 5(2), 171-180. https://doi.org/10.1386/jmte.5.2.171_1Duarte, M., & Sigal, J. (2019). Working with electroacoustic music in rural communities: the use of an interactive music system in the creative process in primary and secondary school education. Organised Sound, 24(3), 228-239. https://doi.org/10.1017/S135577181900030XFerrari, L., & Addessi, A. (2014). A new way to play music together: the Continuator in the classroom. International Journal of Music Education, 2(2), 171-18. https://doi.org/10.1177/0255761413504706Fujita, N. (2020). Transforming online teaching and learning: towards learning design informed by information science and learning sciences. Information and Learning Sciences 121(7/8), 503-511. https://doi.org/10.1108/ILS-04-2020-0124Gaete, R. (2014). Reflexiones sobre las bases y procedimientos de la teoría fundamentada. Ciencia, Docencia y Tecnología, 48(25), 149-172. http://www.scielo.org.ar/pdf/cdyt/n48/n48a06.pdfGorbunova, B. (2020). Information educational environment as a resource for advancing a teachermusician’s skills in the additional children education system. Conrado, 16(74), 38-44. http://scielo.sld.cu/pdf/rc/v16n74/1990-8644-rc-16-74-38.pdfGorbunova, I., & Plotnikov, K. (2020). Music-related educational project for contemporary general music education of school children. International Journal of Innovation, Creativity and Change, 12(2), 451-46. https://www.ijicc.net/images/vol12/iss2/12235_Gorbunova_2020_E_R.pdfGreenhow, C., & Galvin, S. (2020). Teaching with social media: evidence-based strategies for making remote higher education less remote. Information and Learning Sciences 121(7/8), 513-524. https:// doi.org/10.1108/ILS-04-2020-0138Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A., & Kiefer, C. (2019). Psychological benefits of networking technologies in children’s experience of ensemble music making. International Journal of Music Education, 37(1), 59-77. https://doi.org/10.1177/0255761418796864Hart, A. (2017). Towards an effective freeware resource for music composition in the primary classroom. London Review of Education, 3(15), 407-424. https://doi.org/10.18546/LRE.15.3.06Huovinen, E., & Rautanen, H. (2020). Interaction affordances in traditional instruments and tablet computers: a study of children’s musical group creativity. Research Studies in Music Education, 42, 94-112, https://doi.org/10.1177/1321103X18809510Innocenti degli, E., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico, L., & Avanzini, F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers & Education, (139), 102-117. https://doi.org/10.1016/j.compedu.2019.04.010Issaka, A., & Hopkins, L. (2017). Engagement with education: music education in a paediatric hospital. International Journal of Educational Research, 83, 142-153. https://doi.org/10.1016/j.ijer.2017.02.012Jordan, K., Raluca, D., Phillips, T., & Pellini, A. (2021). Educación durante la crisis de covid-19: oportunidades y limitaciones del uso de tecnología educativa en países de bajos ingresos. Revista de Educación a Distancia, 21(65). https://doi.org/10.6018/red.453621Juntunen, P., Ruokonen, I., & Ruismäki, H. (2015). Music behind scores: case study of learning improvisation with “Playback Orchestra” method. 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Journal of Positive Psychology, 12(3), 295-296. https://doi:10.1080/17439760.2016.1262624e1320132e1320113Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/13201/11338https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/13201/11339https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/13201/11340https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/13201/12781Núm. 32 , Año 2022 : Retos y oportunidades de la investigación en Educación MusicalPublicationOREORE.xmltext/xml2629https://repositorio.uptc.edu.co/bitstreams/ae3fbb06-2253-4e6c-8e75-3ba23b71535c/downloadb461dfb05b2cafcfa504b0fad7a293f9MD51falseAnonymousREAD001/21227oai:repositorio.uptc.edu.co:001/212272026-10-29 13:36:52.388http://creativecommons.org/licenses/by-nc/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Tecnología digital en la educación musical infantil

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