Teaching and learning musical instruments through ICT: the impact of the COVID-19 pandemic lockdown

The COVID-19 lockdown in education institutions required music teachers to use ICT to continue teaching. This research study, with the use of a Likert type online questionnaire, analyses the ICT activities carried out during this period and the learning conceptions they reflect. The questionnaire consisted of the description of activities which varied, depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The teachers had to indicate the frequency with which they carried out these activities. The questionnaire was completed by 254 instrumental music teachers from different types of institutions and different levels. The main study outcome was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favouring verbal learning and assessment. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified three teaching profiles depending on the frequency and type of ICT used: Passive, Active, and Interpretative. The variable that produced the most consistent differences was previous ICT use.

Automated summary

This research study analyzed the ICT activities and learning conceptions during the COVID-19 lockdown in education institutions. The study found that music teachers used reproductive activities more frequently and cooperative activities less frequently during this period. Most activities focused on verbal learning and assessment. Through cluster analysis, three teaching profiles were identified based on the frequency and type of ICT used: Passive, Active, and Interpretative.