La tecnología digital en la educación musicaluna revisión de la literatura científica

  1. Calderón-Garrido, Diego
  2. Cisneros Álvarez, Pablo
  3. García, Isaac Diego
  4. de las Heras, Rosa
Revue:
Revista Electrónica Complutense de Investigación en Educación Musical

ISSN: 1698-7454

Année de publication: 2019

Volumen: 16

Pages: 43-55

Type: Article

DOI: 10.5209/RECIEM.60768 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista Electrónica Complutense de Investigación en Educación Musical

Objectifs de Développement Durable

Résumé

La Educación Musical se caracteriza por una transformación constante en la cual muchos docentes se han sumado a las diferentes propuestas que ofrece la tecnología digital en el proceso de enseñanza-aprendizaje y el acercamiento a nuevas posibilidades y nuevo alumnado, respondiendo además a las necesidades de éste. El presente trabajo realiza una revisión descriptiva de la literatura científica más relevante de los últimos diez años centrada en el uso de la Tecnología Educativa. Dicha revisión, es esencial ya que se trata de una línea educativa en constante evolución y cambio debido a los avances de a la tecnología digital. Los resultados muestran cómo todos los ciclos educativos han sido investigados. Así pues, en el caso de Educación Infantil se detecta el diseño de software específico; en Primaria se ha observado que el alumnado con ciertos conocimientos previos de música ha desarrollado significativamente sus competencias; en Secundaria se muestra una transversalidad de aprendizajes a pesar de que se detecta cierto uso para reforzar contenidos tradicionales desaprovechando las nuevas posibilidades, también se refleja el uso que el docente hace de las tecnologías de la información y la comunicación (TIC) en su formación continua; en Educación Superior destaca la docencia online como nuevo modelo de negocio educativo y un intento constante de incluir las experiencias de fuera del aula dentro de ésta; en las enseñanzas habilitantes llama la atención el uso del portafolios como herramienta evaluativa, formativa y una superación de la unidireccionalidad de las primeras propuestas; y, por último, en los ámbitos educativos con necesidades especiales se hace un mayor hincapié en el desarrollo de competencias interpersonales e intrapersonales.

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