Utilization of music technology in secondary education in China: An in-depth study of Shandong Province

Abstract

The current investigation explored the use of music technology in secondary schools in Shandong Province, using technological determinism theory and the Technology Acceptance Model (TAM). The qualitative approach employed semi-structured interviews and observational methods to elicit views of music educators and students in three secondary schools in Shandong Province. The analysis of the gathered data indicates that the inclusion of music technology increases student engagement, stimulates creativity, and enables personalized learning experiences through varied resources and interactive tools. Educators reported that music software was useful in lesson preparation and student performance evaluation, but also faced challenges such as insufficient training, technical issues, and uneven resource distribution. Additionally, the use of music software appeared to facilitate greater interaction and self-regulation among learners; however, it also posed challenges related to unequal access and a decline in the use of traditional musical instruments. The results suggest that music technology significantly enriches music learning, making it more dynamic and learner-centered. Nonetheless, they also highlight areas requiring development, including professional training and equitable resource allocation. The findings underscore the necessity for ongoing research to assess the long-term impacts and applications of music technology across diverse educational settings, thereby contributing valuable insights to music education in China and globally.