Recibido: 2016-11-27 / Aceptado: 2017-03-23

Contribución de los libros de texto de educación musical al uso de las TIC

Vânia Ferreira, María Carmen Ricoy

DOI: 10.7764/cdi.40.1067

Resumen


La tecnología digital como componente cotidiano debería estar más valorado como recurso de aula. El objetivo de este estudio es descubrir si los libros de texto de educación musical en el tercer ciclo de la educación básica portuguesa proporcionan materiales o alternativas para el uso de las TIC. En este estudio cualitativo se realizó un análisis de documentos para examinar los libros de texto. Las conclusiones indican que el libro de texto no promueve el uso de las TIC a través de las actividades y materiales complementarios incluidos, y que presentan actividades que no implican una utilización efectiva de las TIC.

Palabras clave


TIC; libros de texto; educación musical; educación básica

Como citar Ferreira, V., & Ricoy, M. C. (2017). Contribución de los libros de texto de educación musical al uso de las TIC. Cuadernos.Info, (40), 203-217. https://doi.org/10.7764/cdi.40.1067

Referencias

  1. Arriagada, A. (2015). Unpacking the ‘digital habitus’ of music fans in Santiago’s indie scene. In B. Hracs, M. Seman & T. Virani (Eds.), The production and consumption of music in the digital age (pp. 223-236). New York: Routledge.
  2. Ashworth, D. (2012). Using music technology for musical performance. In J. Price & J. Savage (Eds.), Teaching secondary music (pp. 75-86). London: Sage.
  3. Astudillo, M. P. & Chevez, F. (2015). Los libros de texto digitales en México: un apoyo al trabajo didáctico en las aulas de educación básica [The digital textbooks in Mexico: a work teaching support in the
  4. classrooms of basic education]. Educatio Siglo XXI, 33(3), 103-122. Retrieved from http://revistas.um.es/educatio/article/view/240881
  5. Bahanovich, D. & Collopy, D. (2009). Music experience and behavior in young people: 2009 National Survey. Hertfordshire, UK: University of Hertfordshire.
  6. Barroso, J. & Cabero, J. (2010). La investigación educativa en TIC. Visiones prácticas [The educational research in ICT. Practical visions]. Madrid: Síntesis.
  7. Burnard, P. (2012). Musical creativities in practice. Oxford: Oxford University Press.
  8. Cabral, M. H. & Andrade, M. L. (2003). Fábrica dos Sons 8/9 [Sounds Factory 8/9]. Porto: Porto Editora.
  9. Cabral, M. H. & Sarmento, A. (2012). MP3 [MP3]. Porto: Porto Editora.
  10. Carneiro, I., Santos, L. & Carlos, C. (2012). MusicBox [MusicBox]. Lisboa: Raiz Editora.
  11. Costa, F. J. (2010). Da capo al coda, manualística de educação musical em Portugal (1967-2004): configurações, funções, organização [Da capo al coda, manualistic of music education in Portugal (1967-2004): settings, functions, organization]. Ph.D dissertation. Faculdade de Letras da Universidade do Porto: Porto. Retrieved from http://repositorio-aberto.up.pt/bitstream/10216/51228/2/tesedoutfernandocosta000116641.pdf
  12. Coutinho, C. & Fernandes, S. (2014). Tecnologias no ensino da música: revisão integrativa de investigações realizadas no Brasil e em Portugal [Technologies in music education: integrative review of research conducted in Brazil and Portugal]. Educação, Formação & Tecnologias, 7(2), 94-109. Retrieved from http://www.eft.educom.pt/index.php/eft/article/viewFile/393/204
  13. Crawford, R. (2009). Secondary school music education: A case study in adapting to ICT resource limitations. Australasian Journal of Educational Technology, 25(4), 471-488. Retrieved from https://ajet.org.au/index.php/AJET/article/view/1124/377
  14. Crawford, R. (2016). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research. https://doi.org/10.1080/14613808.2016.1202223
  15. Cuesta, O. J. (2012). Consumo musical: tensiones entre emisoras musicales juveniles y dispositivos portátiles [Musical consumption: Tensions between musical youth broadcasters and portable devices]. Cuadernos de Información, (30), 73-82. https://doi.org/10.7764/cdi.30.427
  16. Decreto-Lei (6/2001) de 18 de janeiro. (2001). Currículo nacional do ensino básico: Competências essenciais [National curriculum of basic education: Key competences]. Diário da República, (15), 258-265. Retrieved from https://dre.pt/application/file/338962
  17. Decreto-Lei (379/2007) de 12 de novembro. (2007). Implementação nas escolas de equipamentos tecnológicos necessários para acompanhar a mudança e inovação [Implementation in schools of technological equipment needed to monitor change and innovation]. Diário da República, (217), 8385-8386. Retrieved from https://dre.pt/application/file/a/629300
  18. Duarte, J. B. (2012). Manual escolar: companheiro do jovem na aquisição de competências e na curiosidade pelo saber [Textbook: Fellow youth in acquiring skills and curiosity for learning]. In J. B.
  19. Duarte, S. Claudino & L. Carvalho (Orgs.), Os manuais escolares e os jovens: tédio ou curiosidade pelos saberes? [The textbooks and youth: boredom or curiosity for knowledge?] (pp. 47-60). Lisboa: Edições Universitárias Lusófonas.
  20. Fainholc, B. (2010). Diccionario de tecnología educativa [Dictionary of educational technology]. Buenos Aires: Alfagrama.
  21. Finney, J. & Burnard, P. (Eds.) (2010). Music education with digital technology. New York: Continuum.
  22. Fitzpatrick-Harnish, K. (2015). Urban music education: A practical guide for teachers. Oxford: Oxford University Press.
  23. Fletcher, G., Schaffhauser, D. & Levin, D. (2012). Out of print: Reimagining the K-12 textbook in a digital age. Washington, D.C.: State Educational Technology Directors Association. Retrieved from http://files.
  24. eric.ed.gov/fulltext/ED536747.pdf
  25. Flores, S. (2010). Sociedad, cultura y educación musical [Society, culture and music education]. In A. Giráldez (Coord.), Música: Complementos de formación disciplinar [Music: Complementary training discipline] (pp. 9-34). Barcelona: Graó.
  26. Gérard, F. M. (2008). NTIC et manuels scolaires: concurrence ou congruence? [TIC and textbooks: competition or congruence?]. Document presented at the meeting «Manuel scolaire et nouvelles technologies: Le manuel en mutation?» [Textbooks and new technologies: The changing manual], Assucopie, Centre-Ferme de Profondval. Retrieved from http://www.fmgerard.be/textes/MS_NTIC.pdf
  27. Giráldez, A. (2009). El uso de las TIC facilita el aprendizaje creativo [The use of ICT improve learning creative]. In P. Alsina, M. Díaz, A. Giráldez & G. Ibarretxe (Comps.), 10 ideas clave: el aprendizaje creativo [10 key ideas: learning creative] (pp. 97-114). Barcelona: Graó.
  28. Giráldez, A. (2010). Repensar la educación musical en un mundo digital [Rethinking music education in a digital world]. In A. Giráldez (Coord.), Música: Complementos de formación disciplinar [Music: Complementary training discipline] (pp. 73-100). Barcelona: Graó.
  29. Hargreaves, D. J., Hargreaves, J. J. & North, A. C. (2012). Imagination and creativity in music listening. In D. J. Hargreaves, D. E. Miell & R. A. R. MacDonald (Eds.), Musical imaginations (pp. 156–172). Oxford: Oxford University Press.
  30. Hernández-Bravo, J., Cardona-Moltó, M. & Hernández-Bravo, J. (2016). The effects of an individualized ICT: based music education programme on primary school students’ musical competence and grades. Music Education Research, 18(22), 176-194. https://doi.org/10.1080/14613808.2015.1049255
  31. Lei (49/2005) de 30 de agosto. (2005). Lei de bases do sistema educativo. Quadro geral do sistema educativo [Basic law of the educational system. General framework of the educational system]. Diário da República, (166), 5122-5138. Retrieved from https://dre.pt/application/dir/pdf1s/2005/08/166A00/51225138.pdf
  32. Lei (47/2006) de 28 de agosto. (2006). Define o regime de avaliação, certificação e adopção dos manuais escolares do ensino básico e do ensino secundário, bem como os princípios e objectivos a que deve obedecer o apoio socioeducativo relativamente à aquisição e ao empréstimo de manuais escolares [The law defines the regime for the evaluation, certification and adoption of primary and secondary schools education, as well as the principles and objectives to which the socio educational support for the acquisition and loan of textbooks]. Diário da República, (165), 6213-6218. Retrieved from https://www.dge.mec.pt/sites/default/files/ManuaisEscolares/2006_lei_47.pdf
  33. Malbrán, S. (2011). Desafíos de la educación musical: disfrutar haciendo música [Challenges of music education: enjoy making music]. In A. Giráldez & L. Pimentel (Coords.), Educación artística, cultura y ciudadanía. De la teoria a la prática [Art education, culture and citizenship. From theory to practice] (pp. 57-72). Madrid: Fundación Santillana. Retrieved from http://www.oei.es/metas2021/LibroEdArt_Delateoria-prov.pdf
  34. Ministério da Educação (2001). Currículo nacional do ensino básico - Competências essenciais [National curriculum of basic education - Essential competences]. Lisboa: Ministério da Educação, Departamento de Educação Básica.
  35. Mota, G. (2014). A educação musical em Portugal: Uma história plena de contradições [Musical Education in Portugal: A history full of contradictions]. Debates, 13(41-50). Retrieved from http://www.seer.
  36. unirio.br/index.php/revistadebates/article/view/4609
  37. Moya, M. del V., Hernández, J. A., Hernández, J. R. & Cózar, R. (2014). Usos y actitudes musicales de los jóvenes a través de las TIC [Uses and musical attitudes of youth through ICT]. Música y Educación, (97), 42-52.
  38. Nart, S. (2016). Music software in the technology integrated music education. Turkish Online Journal of Educational Technology, 15(2), 78-84. Retrieved from http://files.eric.ed.gov/fulltext/EJ1096456.pdf
  39. Order, S. (2015). “ICreate”: Preliminary usability testing of apps for the music technology classroom. Journal of University Teaching and Learning Practice, 12(4). Retrieved from http://files.eric.ed.gov/fulltext/EJ1063831.pdf
  40. Pérez Gil, M. (2007). Las TIC como recurso para la interpretación musical [ICT as a resource for the musical performance]. Eufonía. Didáctica de la Música, (39), 70-80.
  41. Ricoy, M. C. & Feliz, T. (2016). Twitter as a learning community in higher education. Educational Technology & Society, 19(1), 237-248. Retrieved from http://www.ifets.info/journals/19_1/20.pdf
  42. Ricoy, M. C. & Valente, M. J. (2016). Dispositivos móveis digitais e competências para a utilização na “sociedade do conhecimento” [Mobile digital devices and skills to use in the “knowledge society”]. Convergencia, (70), 59-85. Retrieved from http://www.scielo.org.mx/pdf/conver/v23n70/1405-1435-conver-23-70-00059.pdf
  43. Rocha, N. & Ribeiro, N. (2012). Menu Musical – 7/8 [Musical menu – 7/8]. Perafita: Areal.
  44. Román, S., Díez, M., Pavón, F., Márquez, J. A. & Sempere, J. F. (2011). Música y nuevas tecnologías en la educación [Music and new technologies in education]. In J. Valverde Berrocoso (Ed.), Actas del
  45. I simposio internacional “Buenas Prácticas Educativas con TIC” [Proceedings of the 1st international symposium “Good Educational Practices with ICT”] (pp. 241-250). Cáceres: Universidade de
  46. Extremadura.
  47. Ruthmann, A. (2010). Strategies for supporting music learning through on-line collaborative technologies. In J. Finney & P. Burnard (Eds.), Music education with digital technology (pp.131-141). London: Continuum.
  48. Savage, J. (2014). Authentic approaches to music education with technology. In A. Ruthmann & R. Mantie, The Oxford handbook of technology in music education. Oxford: Oxford University Press.
  49. Retrieved from https://e-space.mmu.ac.uk/860/1/authentic_approaches_FINAL.pdf
  50. Torres Otero, L. (2011). Aplicación de las TIC en aula de educación musical de la educación primaria [Application of ICT in classroom music education at primary school]. Eufonía. Didáctica de la Música, (52), 63-70. Retrieved from http://eufonia.grao.com/revistas/eufonia/052-de-youtube-a-guitar-hero/aplicacion-de-las-tic-en-el-aula-de-educacion-musical-de-la-educacion-primaria
  51. Wise, S., Greenwood, J. & Davis, D. (2011). Teachers’ use of digital technology in secondary music education: illustrations of changing classrooms. British Journal of Music Education, 28(2), 117-134.
  52. https://doi.org/10.1017/S0265051711000039
  53. Yarbro, J., McKnight, K., Elliott, S., Kurz, A. & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 48(4), 274-289. https://doi.org/10.1080/15391523.2016.1212632


Enlaces refback

  • No hay ningún enlace refback.