Arts , Humanities & Social Science

Abstract

Professional development has been shown to increase the self-efficacy of K–12 music teachers, specifically in terms of using music education technologies within their classrooms. This descriptive research study aimed to examine the relationship between teacher self-efficacy and the use of music education technologies in K–12 music classrooms and investigate the relationship between professional development initiatives and self-confidence using technology in music classrooms. One-hundred-twenty-nine Georgia music educators completed a survey inquiring about demographics, teaching experience, school setting, and self-confidence using technology generally and in teaching specific music skills and concepts. Respondents reported being more confident when they learned a technology independently or via professional development than learning from a peer. Respondents were fair to completely confident when using technology to plan, instruct, assess, and engage within the classroom. Overall confidence levels were rated lower when using technology to promote student thinking, creativity, motivation, and culture. Conversely, and in almost all cases, teachers reported their confidence level when teaching or reinforcing musical concepts as entirely confident. Finally, respondents also reported that the pandemic increased their technology use in the classroom, and confidence levels increased.