This is a slide from a paper talk entitled "Impactful Duality in Music Teacher Education."

The duality of music teacher technological education - ATMI (dragged).png
 

REFERENCES

Abeles, H. F., & Custodero, L. A. (2010). Critical issues in music education: Contemporary theory and practice. New York, NY: Oxford University Press.


deficit model. Oxford Reference. Retrieved 7 Oct. 2021, from https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095707115.


Dexter, S. (2002). eTIPS—Educational technology integration and implementation princi­ ples. In P. L. Rogers (Ed.), Designing instruction for technology-enhanced learning (pp. 56–70).


Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472.


Gonzales, P. Technology in PerspectiveWho is in Control?. In The Oxford Handbook of Technology and Music Education.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 6, 1017–1054.

Ndongfack, M. (2015). TPACK constructs: A sustainable pathway for teachers’ professional develop- ment on technology adoption. Creative Education, 6, 1697–1709.

Lind, V. R., & McKoy, C. (2016). Culturally responsive teaching in music education: From understanding to application. Routledge.

Ruthmann, A., & Mantie, R. (Eds.). (2017). The Oxford handbook of technology and music education. Oxford University Press.