Integration of digital technologies into the professional training of future music art teachers
DOI:
https://doi.org/10.32405/2308-8885-2026-2(120)-46-51Keywords:
digital technologies, music education, professional training, future music art teacher, bachelor students, TPACK, MuseScore, BandLab, ensemble trainingAbstract
The article examines the problem of integrating digital technologies into the professional training of future music art teachers within the context of contemporary educational digitalization. Particular attention is paid to current trends in combining traditional methods of teaching music art with digital learning tools and to the development of technological competence among future specialists.
The TPACK framework has been selected as the methodological basis of the study, as it ensures the organic integration of content, pedagogical, and technological knowledge in the professional training of future teachers. Special emphasis is placed on the possibilities of professional digital tools whose primary functionality is oriented toward the needs of the music industry but which also possess significant pedagogical potential. The article proposes an approach to the functional classification of digital tools in music education based on their pedagogical purpose and the specific features of their practical application within the educational process.
Using the academic course “Methodology and Practice of Ensemble Work” as a case study, the article outlines a structured approach to integrating digital technologies into the educational process through using the music notation software MuseScore and the online collaborative platform BandLab. The pedagogical potential of these tools is revealed in relation to score preparation and editing, digital simulation of ensemble performance, organization of collaborative learning and creative interaction, development of ensemble intonation and listening skills, as well as the formation of technological competence among future music art teachers.
The results of implementing have demonstrated that the systematic use of music-oriented digital technologies contributes to rethinking the role of digital tools in music education, enhances pedagogical flexibility, promotes the development of technological competence and pedagogical decision-making, and ensures the modernization of music teacher education in higher education institutions.
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